中国数学教学中的“双基”和开放题问题解决  

“Two Basics” Principle and Open Ended Problem Solving of Mathematics Education in China

作　　者：张奠宙[1] 戴再平[2] 

机构地区：[1]华东师范大学数学系,上海200062 [2]浙江教育学院,浙江杭州310012

出　　处：《数学教育学报》2005年第4期1-8,共8页Journal of Mathematics Education

摘　　要：“数学双基教学”的含义是:“在掌握基本知识和基本技能的基础上,谋求学生的发展。它在教育学上主张:运算速度:速度导致效率;程序记忆:记忆通向理解;精确表示:逻辑保证精确,练习操作:重复依靠变式。“数学双基教学”的特征是,教师掌握课堂教学的节奏,精讲多练,强调逻辑表示,注重数学思想方法。“数学双基教学”的文化背景包括:精耕细作的稻作文化;严厉选拔的考试文化,熟能生巧的教育古训,最后是20世纪50年代来自前苏联的教育影响。过去的10年,双基数学教学有了一些变化。中国的数学教育家正在寻求东西方数学教育理念之间的平衡。开放题教学是加快“双基数学教学”进步的有效途径。“Two Basics” mathematics teaching principle could be described as that the mathematical development of students should be founded on the basis of a good command of the “basic knowledge and basic skill”. We could also define the “two basics” principal as the following four dimensions： Calculation speed： speed lead to efficiency; Procedure memorization： understanding through memorization; Accuracy expression： based on logical analysis; Exercise doing： repeat with variation. The characteristics of “two basics” mathematics teaching are： the teachers control the rhythm in classroom teaching, “less talk but more practice”, emphasizing logical expression, and concerning the use of the mathematical methodology. The culture background of “two basic ”principle including the “rice farming culture” （intensive and meticulous farming）, rigorous examination culture, educational proverb -- “practice make perfect”; finally, the impact from former Soviet Union in 1950s. In the past decade, the “two basics” principle has some change. Mathematics educators were seeking the balance between the education ideas from East and the West. In particular, the open ended problem solving just a way to benefit to the “two basics” principle.

关 键 词：数学教学 双基 开放题问题解决 

分 类 号：G40-01[文化科学—教育学原理]