小学数学教科书中思考题编写的现状及思考——以西南师大版为例  

Current Situation and Thinking on the Thinking Problems in the Elementary Mathematics Textbooks——Taking the Textbooks Published by Southwest Normal University Press as an Example

作　　者：宋运明[1,2] 王培丽 

机构地区：[1]贵州师范大学数学与计算机科学学院,贵州贵阳550001 [2]西南大学数学与统计学院,重庆400715 [3]重庆市人民小学,重庆400015

出　　处：《数学教育学报》2012年第5期80-83,共4页Journal of Mathematics Education

基　　金：重庆市教育科学“十二五”规划重大课题——小学数学教材编写特色的设计研究(11-JC-001)

摘　　要：西南师大版小学数学教科书中的思考题在知识内容方面，“数与代数”所占比例偏高，而在“概率与统计”所占比例偏低；在数学情境方面，以数学知识本身作为数学情境的题目数量比例偏高，而以动画和其他方面作为情境的题目数量比例偏低；在知识特点、思维要求水平和对问题开放性的重视等方面，题目数量各年级分布较均衡；在自我解释方面，教科书所设置的嵌入式提问比例很低；教科书中的思考题大多给学生提供了一定的探究空间，体现出较强的思考性．建议：深入钻研课标关于思考题编写的精神；对整套小学数学教科书的思考题应做统筹安排；注意编写对象的阅读水平；对一些思维障碍较大的问题，可适当加些提示：在一些思考题后应适当增添嵌入式提问．In the elementary mathematics textbooks published by Southwest Normal University Press, the proportion of the number of thinking problem is high in the knowledge field of number and algebra, while low in the field of statistics and probability; the proportion of thinking problem in which the situation is based on mathematics is high, while the proportion based on cartoon and others is low; the number of thinking problem balances on some aspects such as knowledge characteristics, thinking level and open-ended in all grades; the proportion of thinking problem which has embedded questions is low on self-explanation; most of them provide some space to explore for students, reflecting higher order thinking. Suggestions on thinking problems writing are as followed： studying the spirit of mathematics curriculum standard on thinking problems writing deeply; making overall arrangement in the full set of textbooks; paying attention to pupils＇ reading level; adding some tips properly in some difficult thinking problems; adding some embedded questions properly in the end of some thinking problems.

关 键 词：小学数学教科书 思考题 内容分析法 

分 类 号：G420[文化科学—课程与教学论]