关于《有效数字》的过去、现状和建议(之一)

总结了1999年以前和以后有效数字的定义、有效数字位数、有效数中包含的不确定数字(即文献上称:"存(可)疑数字、或估计数字")的位数等不同的观点。对目前学生和具备客观、正确、合理地使用有效数字基本技能的要求之间存在差距的主要原因进行了分析。鉴于国标级的有效数字定义尚未面世,建议了有效数字的定义。提出在有效数字教学中,要以培养学生具备正确地使用有效数字的基本技能为目的,以作为熟练的工具为方向,能够主动地、习惯地、经常性地在可能应用的一切场合中锻练使用为方法。

The Past,Present Situation and Suggestion of the Significant Figures

Various opinions of definition before and after 1999,number of digits of significant figures and digit number(s) of uncertain figure(s) (viz. known as dubious or estimated figure(s)) in the significant figures were summarized. The main causations of the discrepancy between the demand of basic,impersonal,accurate and reasonable skill and the actuality of students were analyzed. Whereas the national standard definition of significant figures has not been promulgated,the new one was proposed in this paper. It also put forward in the teaching of significant figures that the aim was to cultivate students to have the skill of using significant figures accurately,the direction was to use significant figures as a tool adroitly,forwardly,chronically and frequently in all situations.