数学教育中建构主义三十年的发展与反思——整体框架即十大原理或基本假设  

Thirty-year Development of Constructivism in Mathematics Education and Reflection on It: the Overall Framework——Ten Principles or the Basic Assumptions of It

作　　者：徐文彬[1] 喻平[1] 孙玲[1] 

机构地区：[1]南京师范大学课程与教学研究所

出　　处：《数学教育学报》2010年第1期6-9,共4页Journal of Mathematics Education

基　　金：全国教育科学“十一五”规划课题——回顾与反思:中国数学教育研究30年(DAA080080);江苏省教育科学“十一五”规划课题——本原性学科问题驱动课堂教学的理论建构与应用研究(D/2006/01/086)

摘　　要：数学教育中建构主义的发展尽管充满着争论与冲突,尤其是激进建构主义与社会建构主义之间更是如此,但这些争论与冲突可以统一在如下10个基本假设的基础之上：建构主义应是促进学生发展的解释性模式、辨别个体发展的内在机制,应关注资源和一致性理解之间的平衡、数学思维中确信的检验烙印、两种顺序模式之间的内在互动与平衡、个体的变量资源、选择的依赖因素、学习的递归性因素、基因认识论所谓的客观性、认知中的反思性认知等,并达成某种程度上的共识与共享：抛弃激进建构主义和社会建构主义之间的绝对二分,并要求建构主义的心理学观点应认识到理论的认识论核心,也避免了对创造一个过度个体化或自我中心主义的理论所进行的批判.The development of Constructivism in Mathematics Education was full of controversy and conflicts, especially between radical constructivism and social constructivism. However, these disputes and conflicts could be classified in the following 10 basic assumptions： constructivism should became the explanatory model of promoting education, as well as the intrinsic mechanism of identifying individual development; attention should be paid to the balance between resources and consistency understanding, warrant in mathematics, internal interaction and balance between two order models, resources of individual variables, dependent factors of choice, recursive factors of learning, the so-called objectivity of genetic epistemology, reflective factors of recognition, etc. in order to reach a certain degree of consensus and sharing. It was the core of theory of epistemology to abandon the absolute dichotomy between the radical constructivism and social constructivism, as well as to realize the psychology of constructivism, which could avoid criticizing of creating an over-the individual or self-centered theory.

关 键 词：数学教育 建构主义 发展与反思 整体框架 十大原理 

分 类 号：G421[文化科学—课程与教学论]