对数学情境及其性质、作用的探讨  

Discussion on Mathematical Situations and Its Nature and Function

作　　者：曹新[1,2] 纪雪颖[2] 张永雪[1] 

机构地区：[1]赣南师范学院数学与计算机科学学院,江西赣州341000 [2]华东师范大学课程与教学系,上海200062

出　　处：《课程．教材．教法》2011年第1期89-94,共6页Curriculum，Teaching Material and Method

基　　金：江西省高等学校教学改革研究课题《结合案例的学科教育课程教学模式的改革研究》(JXJG-08-11-15);江西省教育科学“十一五”规划重点项目《新课程背景下教师课堂教学行为城乡差异的比较与对策研究》(09ZD016)

摘　　要：对小学、初中、高中共六个年级的学生解决数学真实性问题的调查表明，虽然当下的课堂教学重视数学情境的创设，但是学生用数学的意识与能力却未发生人们期望中的变化。案例分析显示，为了适应“课标要求”，着意于为数学问题罩上一个未必恰当的“情境外套”的现象普遍存在。对情境在联结学校数学与校外数学作用的分析表明，数学情境是校外数学走向学校数学的中介，并在此过程中起着导向功能。The survey which was done among the students of primary, junior high school and senior high schools about the mathematical authentic problem solving shows that although current mathematics teaching attaches great importance to the creation of mathematical situations, students＇ awareness and ability to use mathematics has not been changed as expected. We can see from the case analysis that it is common that mathematics problems are intentionally ＂dressed up＂ in ＂situation coats＂ so as to fit the ＂curriculum standard requirements＂. The analysis on the role of the mathematical situation combining the school mathematics with the mathematics outside the schools indicates that mathematical situations function as a media for mathematics outside the school entering the school mathematics and act as a guider during the process.

关 键 词：数学情境 数学应用意识 真实性问题解决 数学建模 

分 类 号：G633.6[文化科学—教育学]