数学教学思维方式内涵解析  

The Analysis of Connotation of The Way of Mathematics Teaching Thinking

作　　者：肖栋坡[1] 

机构地区：[1]长沙师范学院初等教育系

出　　处：《特立学刊》2014年第4期45-48,共4页Teli Journal

基　　金：长沙师范学院院级课题“基于幼小衔接的小学数学教学实践能力职前培养研究”(编号:XXYB201223)

摘　　要：数学思维研究,往往更关注学生的数学思维训练与数学思维能力培养,缺少对数学教师教学思维方式的深层次分析与研究。数学教学思维方式,是指存在于数学教师大脑里的对各种数学教学基本问题的稳固持久的思考方式或认知方式。根据数学教学思维方式的问题对象不同,其内涵应包括四个方面：数学本体问题的思维方式,数学学习问题的思维方式,数学教学问题的思维方式,数学课堂生成性问题的思维方式等。Researches on instruction of mathematical thinking often focus on training about students＇ mathematical thinking in order to foster their mathematical thinking ability, while the way in which mathematics teachers themselves conduct mathematics teaching thinking is lack of enough attention it deserved. As a new research perspective, more studies about the way of mathematics teachers＇ teaching thinking are more than needed. The way of mathematics teaching thinking means firm and lasting thinking ways or cognitive style related to all kinds of basic mathematics teaching problems hooked in the mind of mathematics teachers. According to different types of mathematics teaching problems, which are the objects of math teacher＇s teaching thinking,the way of mathematics teaching thinking could be divided into four parts： the way of thinking about mathematical ontological problems, the way of thinking about mathematics learning problems,the way of thinking about mathematics instruction problems,and the way of thinking about generative problems in mathematics class.

关 键 词：教学思维方式 数学教学思维方式 内涵解析 

分 类 号：G42[文化科学—课程与教学论]