逾越形式化极限概念的微积分课程——《普通高中数学课程标准(实验)》实证研究  

Calculus Curriculum of Overstepping Formalized Limit Conception

作　　者：宋宝和[1] 房元霞[1] 

机构地区：[1]聊城大学,山东聊城252059

出　　处：《数学教育学报》2004年第4期55-58,共4页Journal of Mathematics Education

基　　金：全国教育科学"十五"规划项目(BHA010086)

摘　　要：在普通高中开设微积分课程具有向学生传授现代数学思想,给学生提供解决变量问题的工具,为学生进一步学习构建基础并传播大众数学文化等方面的价值.《普通高中数学课程标准(实验)》下的微积分设计逾越了形式化极限概念学习这一障碍,强调微积分学习的思想性、选择性和广泛应用性.学生对新的微积分课程设计是接受的,而且表现出了积极的学习态度,尤其对导数的广泛应用性具有浓厚兴趣,但教师对“ 无极限导数” 表现出较大的不适应.直观描述极限定义、适当介绍微分概念是对微积分设计的进一步期望;改善教师的微积分课程价值观和知识结构是新课程顺利实施的关键.It had the value for us to initiate modern mathematics thought for students, supply students tools to settle variable questions, build base for continue study,transmit normal mathematics culture in general senior high school. Standard of General Senior High School Mathematics Curriculum(Experiment)overstepped the obstacle about formalized limit conception study, emphasizes selectivity and abroad application about calculus study. Students accepted new calculus curriculum design fundamentally, represent active learning attitude, produce dense interest in abroad application of derivative. However teachers did not adapt themselves to new curriculum comparatively. Describing the defining of limit straightly, introducing calculus conception properly, it was the father expectation for the design of calculus. Improving the value of the teachers’ viewpoint about calculus curriculum and structure of knowledge was the key to implement the new curriculum successfully.

关 键 词：《普通高中数学课程标准(实验)》 数学教学 极限概念 微积分 

分 类 号：G633.66[文化科学—教育学] G632.3