国外数学项目学习研究的新议题及其启示  

New Issues and its Discussions on International Studies in the Field of Mathematical Project-based Learning

作　　者：何声清[1] 綦春霞[1] 

机构地区：[1]北京师范大学教育学部

出　　处：《外国中小学教育》2018年第1期64-72,共9页Primary & Secondary Schooling Abroad

基　　金：2016年国家建设高水平大学公派研究生项目(编号:留金发[2016]3100);北京师范大学未来教育高精尖创新项目"中学数学诊断分析工具开发与应用研究"(编号:BJAICFE2016SR-008)的研究成果

摘　　要：本文从目标定位、设计和实施标准、跨学科应用及面临的挑战等方面对近年来数学PBL研究的新议题进行述评。结果表明,数学PBL能够基本适应21世纪技能的培养要求,但它尚难于适应数学学科高层次思维层面的培养;国际上通常基于"6A"参考框架对PBL进行设计,并基于"黄金标准"对PBL的实施进行监控和评价;新近PBL实验研究逐渐着眼于跨学科下的PBL、STEM下的PBL及基于技术的PBL等新兴模式。这类新兴模式通常对学生的综合素养发展有所成效;数学PBL对课堂教学及教师自身均提出了不同程度的挑战。The present study reviewed new issues related to mathematical projected-based learning （Math- PBL） in international studies from the perspective of instructional objective, criteria of design and implement, interdisciplinary applications and current challenges. The results shown that, Math-PBL basically catered for the requirements of 21 st Century Competencies, but it was difficult to meet such high-order thinking as mathematics abstraction, logical reasoning and symbol sense. The international countries usually design PBL based on ＂6A＂ model and implement it according to Golden Standards. The newest studies usually focused on such emerging types as interdisciplinary PBL, STEM PBL and technology-based PBL, and these new types of PBL facilitated students＇ development in comprehensive literacy. Math-PBL proposed several challenges both to classroom teaching and to mathematics teacher.

关 键 词：项目学习 核心素养 设计和实施标准 跨学科应用 

分 类 号：G633.6[文化科学—教育学]