从“双基”到“四基”:中国数学教育传统的继承与超越  

From Two Basics to Four Basics:Inheriting and Transcending from the Tradition of Mathematics Education in China

作　　者：朱雁[1] 鲍建生[2] Zhu Yan Bao Jiansheng(School of Education, East China Normal University, Shanghai 200062, China School of Mathematics, East China Normal University, Shanghai 200062, China)

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]华东师范大学数学系,上海200241

出　　处：《课程．教材．教法》2017年第1期62-68,共7页Curriculum，Teaching Material and Method

摘　　要：作为我国数学基础教育的优秀传统之一的"双基",是人们在总结和反思基础教育实践的成功经验及历史教训过程中逐步形成的。《义务教育数学课程标准(2011年版)》的总目标中又进一步明确,通过增加"基本思想"和"基本活动经验",将"双基"扩展为"四基"。"四基"是对"双基"的继承与超越。四基概念使得原有的一维教育理念拓展为既重视结果,也重视过程,同时重视学科素养的多维教育理念。张奠宙建构出一个三维的"数学基础模块",便于"四基"理论模型的建设。As one of good traditions of basic mathematics education in China, ＂two basics＂ is the product of people＇s summary and reflection based on the successful and unsuccessful experience in basic education practice. The aims in Mathematics Curriculum Standards （2011） for the basic education have been further classified, adding ＂basic ideas＂ and ＂basic activity experience＂, expanding the ＂two basics＂ to ＂four basics＂. The ＂four basics＂ Inherit and transcend from the ＂two basics＂ , which expands the previous one-dimension education concept, stressing process as well as result and emphasizing subjects＇ competencies of multi-education. Zhang Dianzhou constructed a three-dimension basic mathematics module for the construction of ＂four basics＂ theory model.

关 键 词：双基 四基 数学素养 数学基础教育 

分 类 号：G633.6[文化科学—教育学]