“数学化”的数学教学及其策略探讨  

Mathematization and Its Instructional Strategies

作　　者：刘兰英[1] 

机构地区：[1]华东师范大学课程与教学系,上海200062

出　　处：《上海师范大学学报（基础教育版）》2010年第6期104-107,共4页Journal of Shanghai Normal University:Elementary Education Edition

摘　　要：“数学化”教学就是以“数学化”为核心的数学教学，其实质就是激发学生数学地组织现实世界的过程。它是有效数学教学的核心和数学课程改革的关键。文章提出了实施“数学化”教学的三条主要策略，即教学要源于数学现实又要升华数学现实，要注重培养学生的数学建模能力，以及要尊重学生差异并促其个性化地实现数学知识的“再创造”。Freudenthal＇ s mathematization has important inspiration to our reform of mathematics education. Instruction based on mathematization is the key of mathematics curriculum and the core of effective teaching. This thesis puts forward three strategies of mathematization instruction, including teaching originating from and subliming realistic mathematics, cultivating pupils mathematical modeling ability, respecting pupils difference and promoting them to realize individually the constructive process of the pupils＇ mathematics knowledge.

关 键 词：数学化 教学策略 有效教学 

分 类 号：G424.21[文化科学—课程与教学论]