數(shù)學(xué)美的再認(rèn)識(shí)及其審美教學(xué)策略.pdf

1、廣西師范大學(xué)碩士研究生學(xué)位論文數(shù)學(xué)美的再認(rèn)識(shí)及其審美教學(xué)策略數(shù)學(xué)美的再認(rèn)識(shí)及其審美教學(xué)策略ReunderstingoftheBeautyofMathematicsStrategyofAestheticTeaching院、院、系：系：數(shù)學(xué)與計(jì)算機(jī)科學(xué)學(xué)院年級(jí)：級(jí)：2001級(jí)學(xué)科專(zhuān)業(yè)：學(xué)科專(zhuān)業(yè)：課程與教學(xué)論研究方向：研究方向：數(shù)學(xué)教育導(dǎo)師姓名：導(dǎo)師姓名：孫杰遠(yuǎn)副教授湯服成教授研究生：生：付柳林完成時(shí)間：2004年4月完成時(shí)間：2004年4月

2、中國(guó)中國(guó)桂林桂林廣西師范大學(xué)碩士學(xué)位論文２ReunderstingoftheBeautyofMathematicsStrategyofaestheticTeachingName:FuLiuLinAcademicInterest:MathematicsPedagogyEnrollmentYear:2001Maj:Curriculum&PedagogyAbstractMathematicsisbeautifulItmeansmathemat

3、icshaslotsoftraitsofaesthetic.ButmathematicsbeautyhasitsspecificMathematicansphilosophersintheancientGreeceAgerecognizedmathematicsaestheticwasarationalaestheticinthestudymathematicsInmoderntimesresearchesaboutmathematic

4、sbeautychieflyconcentratedontheimptanceofmathematicsaestheticmethodinthemathematicalfindingsinventionsfromthemethodology.Somegreatmathematiciansdiscussedtherelationsofmathematicsaestheticmathematicalintuitionthroughtheir

5、richexperienceofundergoingmathematicsbeautyTheyalsoexpundedgoodmathemticsaestheticsfeelingcouldimproveincapacityofmathematicalcreativethinkingpursuitingofmathematicsaestheticsisthemainmotivepowerofmathematicaldevelopment

6、.Onthediscussionofmathematicsaestheticintheinternalintheexternalalmostfocusedonexpressingone’sunderstingofmathematicsbeautyfromalldiferrentaspects.InAmericanThenewachivementaboutconsiderationofmathemticcsaestheticprincip

7、allyhadreviewsofG.C.RotaProfessFinstancehedeemedtheresearchesofmathematicsbeautyshouldbasedontheconcretesubjectsofmathmaticsincludingmathematicaldefinitionsmathematicaltheemsmathematicaltestifymathematicalgracefulmethods

8、.etc.mathematicsaestheticshouldmeetwiththemathematicalpraticewkFeelingofmathematicsaestheticonlydeepsintothemathematicalactivity.IndomestictheconsiderationofmathematicsaestheticbeganundertheinitiationofprofessXuLiZhiUnti

9、lnowmanymathematicianshavehadachievementsofstudymathematicsbeauty.Fexamplegeneralizingthreefactsofmathematicsaesthetic:harmonytersestrange.elementlyestablishedthedisciplneofmathematicsaestheticespeciallytheresearchofmath

10、maticsbeautycombiningwithmathematicalclassroomteachingisanewbrightaspectofmathematicsaestheticstudy.Somefamousmathematiciansdothisstudyintheymanymathematicalteachersinthedleschooldothisstudyinpractice.Therefeunitingmathe

11、maticsaestheticwithmathematicalclassroomteachingcouldmotivestudent’sinterestingoflearningmathematicsbytheirappreciatingmathematicsaesthetictosomeextentfostertheirmathematicsaestheticabilityfmallroundmathematicalidea.Thee

12、ssayfirstlystudiesanalysestheachievementsofthebeautyofmathematicsunderconsiderationintheinternalintheexternalbythemethodofstudydocument.IncourseroftheresearchesIfoundiginalresearchprincipllyfocusedondescribingtheaestheti

13、ctraitsofmathematicalsubjectItwasastaticconceptdidnotdeepintomathematicalactivitystudythebeautyofmathematics.SoIconsidertheresearchofmathematicsaestheticshouldbaseondynamicconceptlinksmathematicalconcreteactivitytheproce

14、ssoffmingofmathematicalaestheticfeelingmeantimeIposedviewpointof“mathematicsprocessaesthetic”.Infact“mathematicsprocessaesthetic”meansthatmathematiciansmathematicalresearchersgaintheaestheticfeelingoftheirgoingdeepsoulin