中国数学基础教育的继承与发展  

Inheritance and Development of Basic Mathematics Education in China

作　　者：宁连华[1] 涂荣豹[1] 

机构地区：[1]南京师范大学数学科学学院课程与教学研究所

出　　处：《数学教育学报》2012年第6期6-9,共4页Journal of Mathematics Education

基　　金：江苏省教育科学“十二五”规划重点课题——苏北农村教师专业发展的支持体系研究(B-b/2011/01/022)

摘　　要：在数学基础课程改革向纵深发展的当口，思考中国数学基础教育的继承与发展这一本原性的问题，有助于扶正前进的方向．多年来，中国的数学基础教育逐渐形成了自己鲜明的特色，需要弘扬的优良传统与需要克服的陈规陋习并存，当务之急的继承与发展聚焦于以下几个方面：（1）实现“双基”教学到“四基”教学的转变；（2）促进逻辑思维与直觉思维的互补；（3）达成启发式教学与探究教学的融通；（4）提升师班互动、师组互动与师个互动的整体效能．Reflecting on the primitive question of the inheritance and development of basic mathematics education in China can guide the right direction to us when mathematics curriculum reform is getting deeper and further. For years, we have basically formed a teaching tradition with Chinese characteristic. Upholding our fine traditions and getting rid of the usual stereotypes should go side by side. What we are urged to inherit and stretch are as follows： （1） to achieve the transformation from ＂two basics＂ to ＂four basics＂ teaching; （2） to motivate the combination of logical thinking and intuitive thinking; （3） to merge heuristic teaching and explorative teaching together; （4） to promote the overall efficiency of interaction between teachers and the whole class, the groups of students and individual student respectively.

关 键 词：中国数学基础教育 继承 发展 

分 类 号：G420[文化科学—课程与教学论]