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《全日制义务教育数学课程标准》中,开宗明义地告诉我们:“数学是人们对客观世界界定性把握和定量刻画、逐渐抽象概括、形成方法和理论,并进行广泛应用的过程”.用“过程”将数学的研究对象、方式和意义讲得清楚明白,这与我们过去把数学称为是“研究空间形式和数量关系的科学”是不尽相同的.这种变化主要是在于新的课程论和现代的教学观所决定的.《标准》中的“过程”,最为关心的不是给数学下定义,是对教学方法的变革,是对学习方式的改变,是对数学价值的重新认识.从一定的程度上,教学数学不仅要掌握数学这门科学,还有比掌握科学更重要的东西,而这种更为重要的东西就蕴含在过程之中,同时也包括过程的自身,从这个意义上讲,数学是科学,数学是过程.
In the Mathematics Curriculum Standard for Full-time Compulsory Education, we openly stated to us: “Mathematics is the process by which people define and quantify the objective world, gradually summarize it, form methods and theories, and apply it extensively.” This is quite different from what we used to call mathematics as the “science that studies the relationship between form and quantity of space”. This change is mainly due to the new curriculum theory. The “process” in the “standard” determined by modern teaching concepts is not concerned with the definition of mathematics, but with the change of teaching methods, the change of learning methods, and the re-understanding of the value of mathematics. To a certain extent, teaching mathematics not only has to master the science of mathematics, but also has something more important than mastering science. This more important thing is contained in the process and also includes the process itself. From this meaning Above all, mathematics is science, and mathematics is process.