从“角”看数学课程内容的关联性  

Vewing the Coherence of the Content of Mathematics from the "Angle"

作　　者：郜舒竹[1] 刘莹[1] 王智秋[1] 

机构地区：[1]首都师范大学初等教育学院

出　　处：《课程．教材．教法》2012年第5期62-69,共8页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十一五”规划2009年度教育部重点课题:“高校‘小学教育’特色专业培育研究”(课题批准号:DIA090150)的成果之一

摘　　要：角概念的特殊性使得这一概念及其相关内容在数学课程中显示出孤立的特征。通过历史的考察，挖掘出角概念的主要作用在于描述方向的改变，由此进一步了解到凡与方向有关的内容均与角相关联。从历史和文化的视角审视角的度量和角的定义，还可以清晰地发现其中蕴涵着的人文因素以及认知难点，对更好地实现数学史融入数荤课程有所裨益。The specific feature of the concept of angle and related contents makes them independent in mathematics curriculum. Through the survey of mathematical history, we find that the main function of angle is to describe the change of direction. As a result, all contents related with direction are connected with angle. To view the measurement and definition of angle from the historical perspective, we chould find the factors of humanities and cognitive obstacles of angle , which is helpful for the penetrating of mathematics history into mathematics curriculum.

关 键 词：角 数学课程 关联性 数学史 

分 类 号：G623.5[文化科学—教育学]