高中数学课程标准校本化实施方案 - 上海市实验学校

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1、高中数学（2008版）上海市实验学校·高中数学组二〇〇八年十一月让我们的学生更加聪明——写在《课程标准校本化实施方案》的前面中学数学教学活动从本质上讲是一种基础教育，但更强调素质的培养和能力的发展．作为一所市级重点中学，如何在新老教材交替的背景下，做好我们的教育教学工作？我想首先应该有一个总体的思路与规划．纵以教材基础知识作经线，横以课本、高考、竞赛三个思维层次作纬线，以基础、拓展、研究三种课程形式为立足点，搭建立体的、全方面的的教育教学平台．各个知识在各年级中循环，但又不是简单重复，而是巩固深化，拾级登高的螺旋上升．数学教育工作者既要遵循“一纲一本”的教

2、学模式，但又不可囿于“一纲一本”的教学模式．走出封闭模式的同时，实质是对我们教师自然提出了更高要求．我们能为学生在课堂打下扎实的数学功底，更应提升学生的思维潜能．数学不仅是一门科学，一项艺术，也是一种文化．作为教学工作者，那么就应该成为文化的传播者．我们既要完成教材中的历史的数学或数学的历史，更应在日常教育教学中渗透今天的数学或数学的今天．要把体现着现代思想的“活数学”传播到我们的校园，尽管我们的学生将来并不一定以数学为职业，但我们一定要让他们在数学文化的熏陶中所获的洞察力和创造机智受益终生．上海市实验学校·高中数学组组长：肖忠民2007年11月20日说明

3、：限于篇幅，也为节约资源，本稿分两个版本其一为反映大致内容的文本版；其二为附件资料详尽的电子版．目录前言····························································01教学特色····························································05实施途径····························································14一、各年级基础类课程的教学操作方案··················

4、·······························14高一年级第一学期（表1）·····································································12高一年级第二学期（表2）·····································································14高二年级第一学期（表3）·····································································1

5、6高二年级第二学期（表4）·····································································19高三年级第一学期（表5）·····································································21高三年级第二学期（表6）·····································································22二、课程资源·························

6、··········································································24★专题讲座高中数学衔接知识读本·····································································24高中数学拓展知识读本·····································································25★微型课程高考试题对比与分析························

7、·············································25数学之美（图形计算器学生作品集）·············································26★选修课程高中数学竞赛辅导·····································································27图形计算器入门与提高·····································································28★研究学习研

8、究方法指导····························