论文部分内容阅读
为探明大学非专业学生日语水平差异对数学解题能力的影响及在解题中存在的问题点,我们以微分为例,进行了问卷调查。调查显示,在日语水平低的群体的解题叙述中,只能看到在例题中出现的「―は―」句式;而在日语水平高的群体中,则能看到使用了例题中的多种表达法,甚至使用了在例题中未出现的表述。从整体的情况分析,解题能力受语言与数学双重能力的制约,学生共同存在的问题是1)「だから」「から」用法的混淆;2)命名和置换的误用;3)受中文影响的误用。基于此调查结果,我们考察了初级日语教学中应注意的问题。
In order to find out the influence of differences in the Japanese language level of non-majored students on mathematics problem-solving abilities and the problems in solving the problems, we conducted a questionnaire survey with differential examples. The survey shows that in the problem-solving narrative of a group with a low level of Japanese, only the “-は” sentence that appears in the example is seen; in a group with a high level of Japanese, you can see that Many expressions even used expressions that did not appear in the examples. From the overall situation analysis, the problem-solving ability is restricted by the dual ability of language and mathematics. The students’ common problems are 1) the confusion of the usage of “だから” and “から”; 2) the misuse of naming and replacement; 3) influenced by Chinese Misuse. Based on this survey result, we examined the issues that should be noted in primary Japanese teaching.