多元文化整合数学教育理论  

Multicultural Integration Mathematics Education Theories

作　　者：阿力木·阿不力克木[1] 

机构地区：[1]新疆教育学院数学与信息技术分院

出　　处：《数学教育学报》2010年第5期31-35,共5页Journal of Mathematics Education

基　　金：新疆维吾尔自治区教育科学“十一五”规划重点课题——提高维吾尔、哈萨克等少数民族学生数学教学质量研究(070847)

摘　　要：新疆的少数民族数学教育是多种语言和多元文化环境中的数学教育．多元文化整合数学教育指一个多民族国家的数学教育文化在担负人类共同数学教育文化传递功能的同时，不仅要担负起传递本国各民族共同优秀传统数学教育文化的功能，也要担负起传递本国各少数民族优秀传统数学教育文化的功能．充分发掘丰富多彩的传统文化课程资源，努力开发少数民族地区的多元数学课程资源，是实施多元文化整合数学教育的有效途径．Xinjiang ethnic minority mathematics education was mathematics education in multilingual and multieultural environment. This research put forward multicultural integration mathematics education theories and it concept, contents, purpose with should theories formation of basis, the foundation of this theories be ＂multicultural integration education theories＂ and put forward this theories valid path of implement. The multicultural integration mathematics education theories was a multiracial nation of mathematics education culture at carry mankind common mathematics education deliver function of in the meantime, not only start to need to carry to deliver native corpus race excellent tradition mathematics education of function, also want to start to carry to deliver native each national minority in the meantime excellent tradition mathematics education of function.

关 键 词：多民族 多种语言 多元文化 数学教育 数学课程资源 

分 类 号：G420[文化科学—课程与教学论]