怀特海智力发展节奏说对小学数学教学过程的启示  

The Enlightenment of Whitehead's Intelligence Development Rhythm to the Process of Primary School Mathematics Teaching

作　　者：贾志国[1] 孙庆括[2] 王巧玲 

机构地区：[1]金华职业技术学院,浙江金华321007 [2]南昌师范学院,江西南昌330029 [3]金华市宾虹小学,浙江金华321000

出　　处：《金华职业技术学院学报》2017年第3期46-49,共4页Journal of Jinhua Polytechnic

基　　金：浙江省哲学社会科学规划常规课题"农村小学数学教师专业发展资源体系研究"(14NDJC049YB)

摘　　要：程式化、僵化的小学数学教学过程越来越难以适应小学生核心素养的发展需要,其主要问题是教师在准备阶段对学生的日常数学活动经验与兴趣关切不够,实施阶段对数学本质和数学教育价值缺乏深刻认识和思考,延伸阶段未能清楚渗透数学知识的真正用途。对应怀特海智力发展的"浪漫—精确—综合应用"三节奏说,改进教学过程的准备、实施、延伸三阶段,采取在准备阶段重视日常数学活动经验教学、实施阶段突出数学概念本质教学、延伸阶段注重数学思维教学,有助于学生数学人文、数学意识和数学思想等核心素养的养成。It is more and more difficult to adapt to the development of key competencies of primary school students in the process of the program and the rigidity of the elementary school mathematics teaching. The main problems are that the concerns over students＇ daily mathematics experience and interests during the preparation is not enough, there exists a lack of a deep understanding and thinking of the value of the essence of mathematics and mathematics education during the implementation phase of and a lack of real use and clear indication of the application of mathematical knowledge in the extension stage. In accordance with the Whitehead＇ s human intellectual and developmental three rhythm ＂romantic-accuracy-integration＂, three steps in the teaching process, that is improvement preparation, implementation and extension, are improved. To this end, we can take the following measures ： during the preparation stage, the daily mathematical activities of the teaching are emphasized; in the implementation stage, the essence of mathematical concept teaching is highlighted; in the extension stage, the teaching of mathematical thinking is focused on.

关 键 词：小学数学 教学过程 怀特海 智力发展节奏说 

分 类 号：G622.0[文化科学—教育学]