数学教育学学科建设三十年:回顾与反思  

A Review of and Reflection on The Discipline Development of Mathematics Pedagogy in the Past Thirty Tears

作　　者：吕世虎[1] 曹春艳[1] 叶蓓蓓[2] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070 [2]广西师范大学教育学院,广西桂林541004

出　　处：《当代教育与文化》2014年第5期55-59,共5页Contemporary Education and Culture

基　　金：全国教育科学"十二五"规划2011年度教育部重点课题"改革开放以来中国中小学数学课程发展史研究"(GIA117002)阶段性成果

摘　　要：我国数学教育学学科建设始于对"中学数学教材教法"相关问题的探讨,经历了作为一门课程的"数学教育学"、作为系列课程的"数学教育学"及作为学科群的"数学教育学"和"数学教育学"的主题研究繁荣等几个发展阶段,初步形成了具有中国特色的数学教育学学科。数学教育学是一门涉及数学、教育学、哲学、心理学、文化学、传播学、教育技术学、思维科学等有关内容的新兴交叉学科,在数学教育学的学科建设过程中,通过理论与实践两方面研究,形成了数学教育专门研究人员与一线教师组成的研究团队,发展、完善了有中国特色的数学教育学科体系。今后,数学教育学学科建设仍需关注理论体系建构、研究团队建设、研究视角拓展等问题。Mathematics Pedagogy of China originated from the discussions on “teaching mathematics in middle schools” and has experienced a four- stage development , with each stage’s research theme focused respectively on mathematics pedagogy as a course ,as a series of courses , as a group of disciplines , and as the pedagogy of mathematics . It has developed into a subject with Chinese characteristics . Mathematics pedagogy is a new interdisciplinary field of mathematics , pedagogy , philosophy , psychology , culturology ,communication , educational technology , and the science of thinking . In the development of this discipline , research groups composed of both mathematics education researchers and frontline teachers have been formed through theoretical and practical studies , and the system of mathematics pedagogy with Chinese characteristics has been set up . In the future , more efforts should be made in its theoretical system construction , the research group building , the research perspective expansion .

关 键 词：数学教育学 学科建设 体系建构 回顾 反思 

分 类 号：G650[文化科学—教育学] G420