数学核心素养的内涵及其体系构建  

The Connotation and the System Construction on Mathematics Core Literacy

作　　者：吕世虎[1] 吴振英[1,2] 

机构地区：[1]西北师范大学教育学院,兰州730070 [2]肇庆学院数学与统计学院,肇庆526060

出　　处：《课程．教材．教法》2017年第9期12-17,共6页Curriculum，Teaching Material and Method

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)

摘　　要：数学核心素养的体系可划分为由低到高的四个层面:数学双基层、问题解决层、数学思维层、数学精神层,这四个层面从低到高,逐次递进,构成了一个相互联系、密不可分的整体。双基层是数学核心素养体系的基础;问题解决层以"双基层"中的知识和技能为基础和工具,连接着双基层和数学思维层,具有承上启下的作用;数学思维层以双基层为依托、问题解决层为平台,对具体的数学知识与方法进行了更深层次的内化;数学精神层是数学双基层、问题解决层、数学思维层的深化和升华,也是数学核心素养体系形成和持续发展的动力机制。This study constructed a system for mathematics core literacy which included mathematics double-basis layer, problem solving layer, mathematical thinking layer and spiritual concept layer. These layers are not separate, but a whole of interrelation and inseparability from lower to higher. Double-basis layer is the foundation of mathematics core literacy~ Problem solving layer bases on the knowledge and skills of double-basis layer and links double-basis layer and mathematical thinking layer~ Mathematical thinking layer is based on double-basis, taking problem solving as the platform and deepening and specifying the mathematical knowledge and methods~ Spiritual concept layer deepens the former three layers, working as mechanism to forming and developing mathematics core literacy.

关 键 词：数学核心素养 内涵 体系构建 

分 类 号：G633.6[文化科学—教育学]