澳大利亚数学课堂中的个性化教学及启示  

Personalized Instruction in Australian Mathematics Classroom and Its Implications

作　　者：章勤琼[1,2] 谭莉[1] Max Stephens 

机构地区：[1]南京师范大学,江苏南京210023 [2]温州大学,浙江温州325035 [3]墨尔本大学,澳大利亚墨尔本3010

出　　处：《数学教育学报》2013年第6期49-52,共4页Journal of Mathematics Education

基　　金：南京师范大学博士后出站报告阶段研究成果;重庆市教育科学“十二五”规划2012年度小学教材修订专项课题——中澳小学数学教材难易程度比较研究(2012–JC–008);杭州师范大学人文振兴计划项目——国际视野下的中国小学数学课堂教学特色研究

摘　　要：《义务教育数学课程标准（2011年版）》将创新意识培养作为现代数学教育的基本任务，并指出要体现在数学教与学的过程中．通过对澳大利亚“数与代数”课堂教学中学生对一道减法算式的不同解法，指出在数学课堂教学中需要认真地考虑学生的个性化的学习，而这种个性化的学习不仅指考虑学生的个体差异或者为学生提供个别的学习经验，还应当考虑学生个性化的数学思考过程与数学思维的发展．为了培养学生的创新意识，21世纪的数学课堂教学应当充分考虑与数学内容和数学思维发展紧密相关的个性化教学．To cultivate students＇ innovative sense has been considered as the basic task of modem mathematics education in ＂Mathematics Curriculum Standards for Compulsory Education （2011 version）＂ and was required to be contained in the process of mathematics teaching and learning. By investigating a Year Six classroom of ＂Number and Algebra＂ which showed various solutions on two subtraction number sentences, we argue in this paper that the idea of personalized education in mathematics needs to be taken seriously in light of connecting to specific mathematical content and development of students＇ mathematical thinking, and that it should be seen as much more than dealing with individual differences or providing for individualized learning experiences. These old models are no longer appropriate for the teaching and learning of mathematics in the 21st century, this is also the requirement of cultivation of students＇ innovative sense.

关 键 词：数学课堂 个性化教学 过程性思维 创新意识 

分 类 号：G40-059.3[文化科学—教育学原理]