中美几何教学中信息技术的比较  

Comparison on IT in geometry teaching between America and China

作　　者：唐恒钧[1] 张维忠[1] 

机构地区：[1]浙江师范大学数理学院,浙江金华321004

出　　处：《浙江师范大学学报（自然科学版）》2006年第1期112-116,共5页Journal of Zhejiang Normal University:Natural Sciences

基　　金：全国教育科学"十五"规划教育部重点课题(DHA010276)

摘　　要：中美两国均十分关注信息技术对数学教学的影响,但在几何教学中又呈现出不同的特征:美国课堂以学生操作为主,我国则以教师演示为主;美国主要用于学生改变图形、提出猜想等探究性活动,我国则主要用于教师画图、呈现问题情境等方面.比较还发现,两国教师在应用信息技术时存在盲目性.要进一步推进几何教学现代化,则迫切需要认清计算机辅助几何教学所具有的优势.以几何画板为例探讨了信息技术的优势:更有效地作图、几何探究和体会证明的必要性;同时也指出了实践中存在的误区:随意呈现几何图形、利用度量功能机械地“发现”几何关系及盲目地进行计算机模拟.Both in China and America, teachers are extremely concern about IT utilization in mathematics teaching. Different characteristics were presented in the geometry teaching. In America, students usually operated by themsevlf students while in China it was mainly demonstrated by teachers. In America it was applied by the students in exploration activities such as graph-changing and suspicion-proposing, while in China it was used by teachers in drawing and problem-presenting, etc. Furthermore, there was blindness in IT application in these two countries. In order to promote the geometry-teaching modernization, it was suggested for teachers to recognize the advantages of CAl. Take geometry sketchpad, for example, it was discussed its advantages-effectively graphing, geometry-inquiring and the necessity of proof-experiencing. Meanwhile, some misunderstandings existing in the practice was presented such as randomly presenting graphs and automatically discovering the geometry relations by using the measure function and simulating blindly.

关 键 词：中美几何 几何教学 信息技术 比较 

分 类 号：G434[文化科学—教育学]