数学化思想及其在数学问题解决教学中的应用分析  

Thought of Mathematization and the Analyzing about the Use of it in Mathematical Problem-solving Teaching

作　　者：孙雪梅[1] 朱维宗[2] 

机构地区：[1]曲靖师范学院数学与信息科学学院,云南曲靖655011 [2]云南师范大学数学学院,云南昆明650092

出　　处：《数学教育学报》2010年第1期20-22,102,共4页Journal of Mathematics Education

基　　金：云南省教育厅科研基金项目——基于学习风格理论的文理科学生数学教学策略的研究(09C0193);曲靖师范学院重点建设学科项目——课程与教学论

摘　　要：＂数学化＂思想是数学教学的主要形式,它可分为4个不同层次：情境层次、指涉层次、普遍层次及形式层次.问题解决是数学化的目的和原动力,并且为数学化提供方向和目标.只有经过数学化,问题的解决才能成为可能,没有数学化,实际问题将处于一种模糊状态,无法定量的表达它,更不可能去认识它、解决它.问题解决的过程就是数学化的过程,学习者以问题为基础,通过数学化来实现问题的解决.同时在问题解决的过程中,再创造＂自己的＂数学知识,从而实现数学化.The thought of mathematization is the main form of mathematics teaching, which can be divided into four different levels： the situational level, the referential level, the general level and the formal level. Mathematical problem-solving is the purpose and motivation, and provide direction and objectives for the mathematization. Only through mathematization, it can be possible to solve the problems; without it, the actual problems will be in an ambiguous state, so we cannot present them quantitatively, let alone to understand them and resolve them. The process of problem-solving is a process of mathematization .The learners solve the problems by mathematization, based on the problems. At the same time, they recreate ＂their own＂ mathematical knowledge during the problem-solving process, so that they can achieve mathematization.

关 键 词：数学化 数学化层次 问题解决教学 

分 类 号：G424.2[文化科学—课程与教学论]