小學(xué)學(xué)校文化中數(shù)學(xué)文化靜態(tài)呈現(xiàn)狀態(tài)的個(gè)案研究

1、分類號(hào): G40 密級(jí)：UDC UDC：37 學(xué)校代碼：11065碩士專業(yè)學(xué)位論文小學(xué)學(xué)校文化中數(shù)學(xué)文化 小學(xué)學(xué)校文化中數(shù)學(xué)文化靜態(tài) 靜態(tài)呈現(xiàn)狀態(tài)的個(gè)案研究 呈現(xiàn)狀態(tài)的個(gè)案研究杜韌 杜韌指 導(dǎo) 教 師 馬玉賓（講師）學(xué) 位 類 別 教育碩士專 業(yè) 領(lǐng) 域 學(xué)科教學(xué)（數(shù)學(xué)）答 辯 日 期 2017 年 5 月 25 日AbstractAs a basic subject, mathematics plays an important pa

2、rt in personal education, and itruns through the whole nine-year compulsory education. What’s more, mathematics hasbecame a basic course of many subjects even in higher education period. So it is obviousthat mathematics

3、is of vital importance in our education. Nowadays the study ofmathematics in elementary is mainly based on classroom teaching by presentingknowledge in simple and mechanical ways. But in some degree, this can easily redu

4、cestudents’ enthusiasm or interest in learning mathematics. However, if we can teachmathematics by presenting mathematical culture, students will be more interested inlearning mathematics. So this paper will mainly focus

5、 on how to present mathematicalculture which is based on several examples of a primary school in Shibei District,Qingdao. This paper is written to study whether there is mathematical culture in primaryschools and how to

6、carry out the static construction of mathematical culture.There are four parts included in this paperThe first part is introduction. To state the source, the meaning, the situation, theresearch methods and the objects of

7、 this subject.The second part is the presentation of relevant theories. This part will define theconcepts of school culture and mathematical culture. It will elaborate the characteristicsand value of mathematical culture

8、 especially focus on the value of static mathematical. Itwill also give a theoretical summary of the concept culture, material culture and systemculture of mathematical culture.The third part will present the reality of

9、the static presentation of mathematicalculture. IT will observe the mathematical culture of the school studied from three aspectsincluding concept, substance and system.The fourth part is reflection and summary. This par