基于SOLO分类理论的数学教师数学史素养水平划分  

Discussion on Level of Mathematics Teachers’ Quality in History of Mathematics Based on the Evaluation Theory of SOLO Classification

作　　者：李国强[1] 徐丽华[1] 

机构地区：[1]杭州师范大学初等教育学院

出　　处：《数学教育学报》2012年第1期34-37,共4页Journal of Mathematics Education

基　　金：杭州师范大学科研经费启动项目——数学教师数学史素养的理论与实践探讨(2011QDW215)

摘　　要：数学史的教育价值日益凸显,但数学史在教学中的作用远未发挥,关键原因是数学教师的数学史素养普遍不高.重视数学教师数学史素养的研究和提升成为当务之急.根据SOLO理论,可把数学教师的数学史素养划分为5个水平.维果斯基的概念形成理论有助于从心理学角度揭示数学教师数学史素养提升的内在机制.数学教师数学史素养水平划分及相关研究,可以丰富数学教师专业素养的理论内容,为提升数学教师的数学史素养提供参考。The value of mathematical history in education is becoming increasingly prominent, but the function of mathematical history isn＇t brought well into play in mathematics class, the key cause is teachers＇ quality in history of mathematics low. So the urgent task is researching and advancing the teachers＇ quality in mathematical history. According to the Evaluation Theory of SOLO Classification, we classify teachers＇ quality in mathematical history into 5 levels. The theory about concept coming into being by Vygotsky can explain the advance of teachers＇ quality in mathematical history. The researches above can＇t only enrich theory of teachers＇ quality, but also offer reference for advancing teachers＇ quality in mathematical history.

关 键 词：数学教师 数学史素养 素养水平 水平划分 

分 类 号：G451[文化科学—教育学]