美国数学教育中的提出问题研究综述  

State-of-art of Research on Problem Posing in Mathematics Education in America

作　　者：夏小刚[1] 吕传汉[2] 

机构地区：[1]西南师范大学数学与财经学院,重庆400715 [2]贵州师范大学数学与计算机科学学院,贵州贵阳550001

出　　处：《比较教育研究》2006年第2期18-22,共5页International and Comparative Education

基　　金：贵州省优秀科技教育人才省长专项基金(黔科教办[2001]3号)资助项目的研究成果之一

摘　　要：在数学活动中“,提出问题”是指通过对情境的探索产生新问题,或在解决问题过程中对问题的再阐述。随着全美数学教师联合会《学校数学课程与评价标准》的颁布,提出问题成为美国数学课程的重要组成部分。最近20多年以来,美国在提出问题的教学研究方面取得了大量的研究成果。这些成果对于我国新课程下提出问题由课程理念向教学现实的转移具有借鉴和参考价值。Problem posing refers to the generation of new problems in the process of exploring mathematical situations, or the re-ormulation of given problems in the process of problem solving. Problem posing has been regarded as the key component of mathematic curricula in America after the National Council of Teachers of Mathematics issued the Curriculum and Standards for School Mathematics. In the recent twenty years, much progress with problem posing has been made in the U.S. that could be used for our reference in the transformation from curriculum thinking to teaching practice concerning problem posing in the context of the new curriculum in China.

关 键 词：美国 提出问题 问题解决 数学教育 

分 类 号：G633.6[文化科学—教育学]