STEAM教育理念下高中数学建模素养的培养研究.pdf

摘要

数学建模素养是高中数学六大核心素养之一，在高中数学课程目标中占有重

要地位。“对现实问题进行数学抽象，用数学语言表达问题、用数学方法构建模

型解决问题”是数学建模素养的核心要素，数学建模素养的培养更是“提升实践

能力，增强创新意识和科学精神”的有效途径。STEAM教育理念由于其有效地

融合了“科学、技术、工程、艺术与数学”于教育教学的实践，使得该理念不仅

弥补了传统教学停留在知识探究之不足，而且有助于改进传统课堂存在的问题等

优点而受到教育界的高度关注。本文借鉴STEAM教育理念，探究高中数学建模

素养的培养，并通过具体的教学案例来检验两者融合的有效性。

在相关文献分析的基础上，对核心概念和研究现状进行了界定与综述，并对

本研究的理论依据进行分析。在此基础上，我们构建了基于STEAM教育理念的

数学建模素养培养的原则与教学模式，通过数学建模教学案例的分析与探究，我

们初步制定了数学建模教学评价体系。同时，教学后对实验班级的进行了问卷调

查和对参与教学教师进行了访谈，我们对STEAM教育理念下的数学建模教学活

动的教学效果进行了评价分析与研究。

研究表明，融入STEAM教育理念的数学建模课堂教学，学生能获得更深刻

的多学科知识理解和体验并有助于数学建模素养的提升，同时还能获得应用多学

科的能力、合理规划能力、创新能力和科学素养等的提升，有助于数学核心素养

的提升和全面的发展。

关键词：STEAM；核心素养；数学建模；高中数学

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目录

摘要···························································································I

Abstract··························································································II

目录·························································································IV

1绪论······················································································1

1.1研究背景··································································································································1

1.2研究的问题·····························································································································2

1.3研究的意义·····························································································································2

1.4研究方法··································································································································3

1.5研究思路··································································································································3

1.6研究的创新处·····