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| 《义务教育阶段国家数学课程标准》“空间与图形”的特点 | |
| 引用本文： | 孔凡哲,刘晓玫,孙晓天.《义务教育阶段国家数学课程标准》“空间与图形”的特点[J].数学教育学报,2001,10(3):58-62. |
| 作者姓名： | 孔凡哲 刘晓玫 孙晓天 |
| 作者单位： | 1. 济宁师专中小学教育研究所 2. 首都师范大学数学系 3. 中央民族大学数学系 |
| 摘 要： | 立足对国内外中小学数学课程标准（教学大纲）及相应教材的对比分析,剖析《义务教育阶段国家数学课程标准》及相应教材关于几何方面的特点和风格,并以此预测几何课程的发展趋势。主要观点是：义务教育阶段几何课程最重要的目标是,使学生更好地理解赖以生存的3维空间,发展学生的空间观念和几何直觉;几何教学应使学生在空间观念、合情推理和演绎论证、定量思维等方面都获得发展;几何的学习内容应当是现实的、有趣的、富有挑战性的;动手实践、自主探索与合作交流等都是学生几何学习的重要渠道;使学生养成“说理有据”的态度、尊重客观事实的精神,形成质疑、反思的习惯,理解证明的必要性和意义,体会证明的思想,形成证明的意识,掌握证明的基本方法,是初中几何证明教学的核心内容。 |
| 关 键 词： | 几何课程 义务教育 数学课程 课程标准 特点 教学目标 学习方式 |
| 文章编号： | 1004-9894(2001)03-0058-05 |
| 修稿时间： | 2001年1月19日 |
Characteristics of National Standards of Mathematical Courses in the Phase of Compulsory Education about Space and Figure |
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| KONG Fan-zhe,LIU Xiao-mei,SUN Xiao-tian.Characteristics of National Standards of Mathematical Courses in the Phase of Compulsory Education about Space and Figure[J].Journal of Mathematics Education,2001,10(3):58-62. | |
| Authors: | KONG Fan-zhe LIU Xiao-mei SUN Xiao-tian |
| Institution: | KONG Fan-zhe1,LIU Xiao-mei2,SUN Xiao-tian3 |
| Abstract: | Based upon international contrast and analyzed result for the "National Standards of the high and elementary school mathematical course" and its teaching material, this paper analyzed Characteristics and styles of "National Standards of Mathematical Courses in the Phase of Compulsory Education" and its teaching material about space and figure from the aim of Courses, the law of learning and teaching, the fashion of learning geometry, and pointed out its difference with the correspondence matter of Junior and high school mathematics teaching outline, and hereby prospected the developmental direction of geometry course. The main viewpoint includes, the foremost aim in the phase of compulsory education about the geometry course was to understand furthermore three dimension space, and to develop the spatial conception and the geometrical gnosis; the assignment of geometrical teaching was student's development in the geometrical gnosis, the fair and reasonable consequence and syllogistically argumentation, the ration thinking et al; the geometrical content must be practical, amusing and challenging; practice independent exploring and cooperating and intercommunion, etc were all important form in the student's learning geometrical content; the core of the geometrical proof teaching and learning was, to cause the student to nurture the attitude for justly arguing a matter out and the energy of defer to the impersonality fact, to form the habit of oppugning and rhetorical question and to understand the need and meaning of the proof, and to taste the anamnesis of the proof, and to form the consciousness of the proof, and to predominate the basic method of the proof. |
| Keywords: | geometry (space and figure) compulsory education mathematical course curricular standards characteristics |
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