课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2012年
8期
63~68
,共null页
数学教材 数学史 融入方式 重构式 比较研究
數學教材 數學史 融入方式 重構式 比較研究
수학교재 수학사 융입방식 중구식 비교연구
Mathematics textbooks; history of mathematics; approaches to integrate history; reconstructionapproach; comparative study
构建分析框架，比较中、法两国初中数学教材对数学史的使用情况，发现数学史已进入我国教材正文的各个环节，数学历史名题的“复制式”与“顺应式”使用做到了联系学生实际。而对于符合我国学生认知需要的“重构式”融入，相比于法国教材明显不足。数学史应成为衡量教材质量的一个维度。
構建分析框架，比較中、法兩國初中數學教材對數學史的使用情況，髮現數學史已進入我國教材正文的各箇環節，數學歷史名題的“複製式”與“順應式”使用做到瞭聯繫學生實際。而對于符閤我國學生認知需要的“重構式”融入，相比于法國教材明顯不足。數學史應成為衡量教材質量的一箇維度。
구건분석광가，비교중、법량국초중수학교재대수학사적사용정황，발현수학사이진입아국교재정문적각개배절，수학역사명제적“복제식”여“순응식”사용주도료련계학생실제。이대우부합아국학생인지수요적“중구식”융입，상비우법국교재명현불족。수학사응성위형량교재질량적일개유도。
This study compares the historical factors in French and Chinese mathematics textbooks of junior school. A framework including five categories is established to analyze these textbooks. It is found that in Chinese textbooks the materials of mathematics history have been presented in all taches of some topics, and lots of famous problems in history of mathematics are integrated into textbooks by ＂duplication＂ and ＂accommodation＂ approaches according with students＇ situation. While the ＂reconstruction＂ approach meeting students＇ cognitive needs is much less used in our textbooks than in French textbooks. It is suggested that the historian of mathematics should be the team members of textbooks compilation, and the history of mathematics should be treated as one of the dimensions to measure the quality of mathematics textbooks.
