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A Study on the Value Orientation of Senior High School Mathematics Curriculum

Author: SongBaoHe
Tutor: SongNaiQing
School: Southwest China Normal
Course: Curriculum and Pedagogy
Keywords: science and humanism integration senior high school mathematics curriculum value orientation
CLC: G633.6
Type: PhD thesis
Year: 2005
Downloads: 1337
Quote: 8
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The curriculum culture values determine its value orientation. The scientific curriculum culture and humanism curriculum culture are fusing and forming the scientific and humanism curriculum culture values.Under this background, value orientation of general senior high school mathematics curriculum also changes necessarily. On the basis of scientific literature curriculum culture, senior high school mathematics curriculum firstly places students’ sustainable and harmonious development on the core. And at the same time it emphasizes paying attention to the mathematical essence, moderately formalizing curriculum contents, and letting students form mathematical experience during the course of "studying mathematics", among which mathematical thinking is the center experience.The mathematical experience students gained in senior high school is of great significance for both adapting to modern society and studying further. The theory of multiple intelligence, structuralism and the idea of "desalting the form, paying attention to essence", have important influence on the senior high school mathematics curriculum on the background of the science and humanism integration. "desalting the form, paying attention to essence" is to desalt the excessive demanding form, pay attention to undestanding, and free theachers and students from memorize mechanically, serious formality, so that they get free of teaching and thinking. The senior high school mathematics curriculum must pay attention to students’ individualdifference and independent choice, embody the activity of mathematics study and the construction of mathematical knowledge, allow the moderate non-formality, and make students understand and grasp the mathematical essence, and feel and apply the spirit, thoughts and methods of mathematics.Under the direction-of the integration of science and humanism, senior high school mathematics curriculum goal embodies the importance of mathematical study course and stands out mathematics in the sense of re-creation. Senior high school mathematics curriculum attaches importance to both the action goal and expanding aim. The students without action goal will not gain mathematical experience the society needs. If students’ cognition and feeling are not taken into consideration, action goal will not realize effectively either. The development of mathematics culture can make the potential values of mathematics curriculum clear and meet the need of modern citizen culture. Algorithm thinking and the use of algorithm in life may make students feel the humanity and the times.By the thinking of calculus and index explosion, the content choice of senior high school mathematics curriculum embodies the abundance of the mathematical culture, which makes students gain the comprehensive edifying of mathematical culture, and improvements in mathematical communion, mathematical application, mathematical thinking and mathematical taste and so on. The content organization, which emphasizes mathematical knowledge’s returning to realism, problem scene creation and mathematical problems moderate openness, makes for students’ re-creation. Crossing the serious formal definition of limit and forming the concept of derivative, and letting students understand derivative in pratical examples is the good example of design emphasizing mathematical knowledge’s returning to realism. To observe, feel and doing for understanding is the base to study solid geometry. It is favourable to help students form sense of space and develop the ability solving problems. In the practice of senior high school mathematics curriculum, the ideas of the science and humanism integration will be fully embodied in dialogue, exploration, reflection and cooperation. The dialogue can activate students" thinking, and reflect

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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