数学教育中建构主义三十年的发展与反思——主要成就与未来发展  

Thirty-year Development and Reflection on Constructivism in Mathematics Education: the Main Achievements and Future Development

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3期1-6,共6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30年的发展成果主要体现在如下9个方面：联结理论、数学概念扎根于行动或行为或工具、学生推理模式和发展顺序、学生创造表征形式和多元表征形式、“社会-建构”主义标准、新的研究主题、评价、教学和教师教育、以及方法等，而其未来发展则有望在整合了“社会-文化”观的数学模式化研究方面取得突破，并进一步促使其成为一项全球性的事业．Thirty years＇ development of Constructivism in Mathematics Education mainly reflected in the following nine fields： linking theory, mathematical concepts rooted in the action or behavior or tools, student reasoning patterns and the development order, representation created by stuffents and multiple representations, ＂Social-construction＂ standards, new research themes, evaluation, teaching and teacher education, as well as teaching methods. Future development of constructivism was expected to promote in the mathematics patterning research integrating with the concept of＂social-culture＂. Furthermore, it would become a global cause.

关 键 词：数学教育 建构主义 发展与反思 主要成就 未来发展 

分 类 号：G421[文化科学—课程与教学论]