试论数学教育意义下的“生长”  

On Growth under Significance of Mathematics Education

作　　者：葛军[1] 

机构地区：[1]南京师范大学数学与计算机科学学院

出　　处：《数学教育学报》2008年第3期4-7,共4页Journal of Mathematics Education

摘　　要：承继杜威关于“教育即生长”思维下的若干成果，依据现实物质与精神世界的流变，拓展原有“生长的生物性”意义，赋予它在人的发展中，在成人、成才的数学教育领域内更具有深刻的活力意义，即数学教育意义下的生长就是以文化（优秀文化）为培养基，在文化培养基上形成的具有优化选择倾向的自然向上的态势。它是由二元基本因子——角度与高度耦合而呈现的状态。当今生长数学教育是由二元基本因子——角度与高度耦合而构成了时空中的生态动力系统。In succession on Dewey＇s mentality achievements centered on ＂Education as growth＂, exploring reality of the flow between material and spiritual world, the article expanded the original meaning of ＂biological growth＂ considering that the growth of mathematics education was to have culture （excellent culture） for the medium on the formation of a natural tendency to optimize the choice of upward trend which is from interactive state of the two basic factors, the perspective and altitude. Furthermore, in terms of the ecological dynamic system constituted and stimulated by the two basic factors of space and time, the dissertation reveals a number of basic features of the growth of mathematics education.

关 键 词：生长 文化培养基 二元基本因子 “三基”内核 生态动力系统 

分 类 号：G421[文化科学—课程与教学论]