中美微积分教材内容建构比较与启示--以“微分”为例  

Content Analysis of Calculus Textbooks--A Comparison of Intended Treatment for the Concept of“Differential”between China and U.S

作　　者：王彩芬 曹荣荣 张丽 傅海伦 WANG Cai-fen;CAO Rong-rong;ZHANG Li;FU Hai-lun(School of Mathematics and Statistics,Qingdao University,Shandong Qingdao 266071,China;School of Mathematics and Statistics,Shandong Normal University,Shandong Jinan 250358,China)

机构地区：[1]青岛大学数学与统计学院,山东青岛266071 [2]山东师范大学数学与统计学院,山东济南250358

出　　处：《数学教育学报》2021年第4期63-67,共5页Journal of Mathematics Education

基　　金：教育部人文社会科学研究项目——数学质疑式教学模式创新与实效研究(17YJA880020);山东省高等学校人文社会科学研究重点项目——数学文化的拓展与应用研究(J17RA233)。

摘　　要：从数学教育心理学和教学论的角度对中美两国微积分教材进行对比研究,发现中美两国教材在内容建构方式与建构策略、目标等方面有很大的差异,差异的背后是教育理念的不同和教学价值取向的分歧.通过对中美微积分教材内容建构的比较,得出重要启示:教材内容建构的价值取向应由教材走向学材,其建构策略应围绕学生的数学思维发展和创新能力的培养为核心而展开.This paper compared Chinese and U.S.calculus textbooks at the university level.It was found that Chinese and U.S.textbooks have great differences in terms of content construction and meaning construction goals.Differences included differences in educational concepts and disagreements in teaching values.The value orientation of the construction of university mathematics textbooks should be from teaching material to learning material,and its construction strategy should be centered on meaning construction and the cultivation of innovation ability.

关 键 词：教材比较 微积分 内容建构 价值取向 

分 类 号：G40-059.3[文化科学—教育学原理]