我国数学双基教学文化的特色及其继承和发展  

Cultural Characteristics of China’s Double-base Mathematics Teaching and Their Inheritance and Development

作　　者：张红[1] 

机构地区：[1]福建龙岩学院数学与计算机科学学院

出　　处：《数学教育学报》2009年第6期10-12,22,共4页Journal of Mathematics Education

摘　　要：我国数学双基教学根植于自己的文化传统，其教学文化的特色表现为：在课堂上，教师讲启、学生听练是数学双基教学课堂的主要组织形式，“启发式”、“师生互动”、“精讲多练”表现了我国数学双基教学课堂的文化特色，而“五环节”教学模式则是其集中体现；在教学活动方面，系统讲解、解题、复习、变式练习、考试等成为常规教学活动，它们构成了数学双基教学的一道道独特的文化风景；在教学关系上，作为教学过程本质的教与学关系，表现出学生服从教师，学习围绕教学的特点，而师生对大纲教材的一种服从关系也是数学双基教学文化的一个特色．继承和发展数学双基教学文化要做好：在数学课堂上，改革和调整传统的“五环节教学”模式；结合学科发展和学生的“数学现实”来组织数学知识的教学；淡化数学教学中的“考试功利”．China＇s double-base math teaching is rooted in our own cultural traditions, and its cultural characteristics of teaching are in the following areas： in double-base math classroom teaching, in teaching activities and in the relationship between teaching and learning. China＇s double-base of teaching math have shown a unique cultural identity. In order to inherit and develop of double-base math teaching culture, first, we should reform and adjust the traditional five-stage teaching model. And then we should also like to combine the development of academic disciplines and students math reality to organize the teaching of mathematical knowledge. At last, we should dilute the exam utilitarian in the teaching of maths.

关 键 词：数学双基教学 教学文化 特色 继承和发展 

分 类 号：G40-055[文化科学—教育学原理]