贵州民族地区基础教育的跨文化数学教育研究  

Cross-cultural Study in Mathematics Education on Elementary Education in the Minority Areas of Guizhou Province

作　　者：吕传汉[1] 汪秉彝[1] 夏小刚[1] 

机构地区：[1]贵州师范大学数学与计算机科学学院

出　　处：《数学教育学报》2009年第5期83-87,共5页Journal of Mathematics Education

基　　金：中国教育学会“十五”规划重点课题——中小学“数学情境与提出问题”教学实验;中国教育学会“十一五”规划重点课题——西南地区数学“情境—问题”教学实验的推广研究(0629070)

摘　　要：跨文化数学教育研究是对不同文化背景下的数学教育特点和规律的研究．它的宗旨是努力改善文化背景中不利于学校数学教育的因素，不断缩小与先进地区学校间的数学教育差距．二十多年来，由贵州师范大学主导开展的跨文化数学教育研宄经历了3个研究阶段：跨文化数学教育的宏观研究，数学课堂的跨文化教学实验准备，数学课堂的跨文化教学实验研究——中小学“数学情境与提出问题”教学模式实验研究．中小学“数学情境与提出问题”课堂教学模式，正在全国中小学校推广．Cross-cultural study in mathematics education was the research on characteristics and rules of mathematics education under different cultural background. Its purpose was to strive to improve the quality of mathematics education in the schools under disadvantageous cultural background, to reduce the education disparity between them and the schools in advanced areas unceasingly. In Guizhou province, Guizhou Normal University had led and carded out cross-cultural study in mathematics education. Since more than 20 years ago, the cross-cultural study had experienced three stages： macroscopic research the cross-cultural experimental research preparation of mathematics classroom teaching the cross-cultural experimental research implementation of mathematics classroom teaching： Experimental research on mathematics teaching model of ＂situated creation and problem-based instruction＂ in primary and secondary schools. At present, the experimental research had being expanded in national primary and secondary schools, and was promoting the development of the new round of the mathematics curriculum reform in primary and secondary schools in urban and rural areas thoroughly.

关 键 词：民族地区 基础教育 跨文化 数学教育研究 

分 类 号：G622.4[文化科学—教育学]