论文部分内容阅读
我国《普通高中数学课程标准(实验)》设立了数学建模的专题课程,对高中生开展数学建模学习提出了明确的要求.但是,《全日制义务教育数学课程标准(实验稿)》只提到应用意识的培养,要求学生通过数学应用的学习获得一些用数学解决简单实际问题的体验,不提及数学建模的学习.那么,这是否意味着义务教育阶段与建模学习无关?如何看待高中阶段的建模学习与义务教育阶段数学应用学习的联系?一般地,应怎样看待数学应用与数学建模的关系呢?我们认为有必要对这一问题作深入分析,以便纠正可能存在的错误认识或偏见.著名数学教育家弗赖登塔尔在谈到数学应用时,曾指出“应从两个方面来理解数学应用:既要重视从
China’s ”Ordinary High School Mathematics Curriculum Standards (Experiment)“ set up a mathematical modeling of thematic courses, high school students to carry out mathematical modeling learning made clear requirements.However, ”full-time compulsory education mathematics curriculum standards (experimental draft)“ only Mentioning the cultivation of application awareness requires that students acquire some experience in solving math problems with simple practical problems through mathematical application learning, without reference to mathematical modeling. So does this mean that compulsory education has nothing to do with modeling learning? What do we think of the relationship between mathematical applications and mathematical modeling? We think it is necessary to make an in-depth analysis of this issue in order to correct any possible existence of modeling problems in high school. Misunderstanding or prejudice.Fredettal, a famous mathematician educator, when talking about mathematical applications, pointed out that ”mathematics application should be understood from two aspects: we should pay attention to