中日两国中学数学课堂教学的跨文化比较  

Cross-cultural Comparison of Sino-Japanese Mathematics Classroom Instruction in Middle School

作　　者：李淑文[1] 李清[1] 

机构地区：[1]东北师范大学数学与统计学院

出　　处：《外国中小学教育》2014年第5期61-65,共5页Primary & Secondary Schooling Abroad

基　　金：2011年度教育部人文社会科学研究规划基金项目--"普通高中数学课程难度与课程设计的研究"(项目编号:11YJA880052)的研究成果

摘　　要：本文通过对中日两节数学研究课的亲身观察和录像分析,发现中日两国数学课堂教学的主要共性有:教学目标明确;教学过程基本相同;能有效地利用课堂教学时间;重视对学习内容的总结和反思;强调问题之间的内在联系。主要差异有:日本数学课堂用于探究讨论和个别交流的时间多;中国用于讲解和练习的时间多,课堂练习的问题具有较高的复杂性。因此,我国的数学课堂教学应关注学生的个性差异,给学生更多感悟数学的时间,提高探究学习的有效性。Through personal observation and video analysis on two mathematics demonstration classes in Japan and China, this paper finds that the main common features are： clear teaching objectives; almost same teaching process; using time effectively; putting emphasis on summarization and reflection of the learning content; stressing the intrinsic link among problems. The main differences are： more time is used for discussion and individual communication in Japanese class, while more time is used for lectures and exercises in Chinese class and the exercise problems are more complex. Therefore, Chinese mathematics classroom instruction should focus on individual differences of students and give students more time to understand mathematics so as to improve the effectiveness of inquiry learning.

关 键 词：课堂教学 探究学习 课堂交流 

分 类 号：G633.6[文化科学—教育学]