高中数学教材数学建模问题情境水平比较研究——以人教A版和苏教版函数部分为例  

A Comparative Study on the Level of Mathematical Modelling Problem Contexts in High School Mathematics Textbooks—Taking the Function Part of People’s Education Edition A and Jiangsu Education Edition as an Example

作　　者：王怀洋 韦扬江 韦双爱 曾小山 

机构地区：[1]南宁师范大学数学与统计学院,广西 南宁

出　　处：《创新教育研究》2024年第5期94-103,共10页Creative Education Studies

摘　　要：本文选取人教A版和苏教版高中数学教材函数部分作为研究对象,从情境类型和特征水平两大维度对两版教材函数部分数学建模问题情境水平进行比较分析。研究发现:在情境类型上,两版教材更倾向于培养学生解决实际问题和应用数学的能力,对个人生活的应用场景关注度不够;在数学特征水平上,两版教材均是无运算的占比最高,人教A版数字特征相对更显著;在表征特征水平上,两版教材均以复合型表征为主,综合型表征设置较少;在任务特征水平上,两版教材均侧重于问题解决,问题探究型情境相对较少。最后,本文针对其中存在的问题提出建议,研究结论为高中数学教材中数学建模问题情境水平的改进提供了理论基础。The function part of the high school mathematics textbook of the People’s Education Edition A and the Jiangsu Education Edition was selected as the research object, and the level of the mathematical modeling problem contexts in the function part of the two editions was compared and analyzed from the two major dimensions of context type and feature level. The study found that: in terms of context type, the two editions of the textbook are more inclined to cultivate students’ ability to solve practical problems and apply mathematics, and do not pay enough attention to the application scenarios of personal life;at the level of mathematical features, the two editions of the textbook both have the highest proportion of no operations, and the numerical features of the People’s Education Edition A are relatively more significant;at the level of representational features, the two editions of the textbook are dominated by composite representations and the comprehensive representations are set up less often. At the level of task features, both editions of the textbook focus on problem-solving, and there are relatively few problem-inquiry situations. Finally, recommendations are made for the problems that exist. The findings provide a theoretical basis for the improvement of the level of mathematical modeling problem situations in high school mathematics textbooks.

关 键 词：高中数学教材 数学建模 问题情境水平 

分 类 号：G63[文化科学—教育学]