数学课程:“学科性”还是“教育性”——基于国际数学课程改革争议的分析与思考  

Mathematics Curriculum: “Scientific Mathematics” or “Educational Mathematics”:Analysis and Reflection on Controversy of International Mathematics Curriculum Reform

作　　者：周友士[1] ZHOU Youshi(School of Education Science, Huaiyin Normal University,Huaian,223300,China)

机构地区：[1]淮阴师范学院教育科学学院

出　　处：《当代教育理论与实践》2019年第4期13-19,共7页Theory and Practice of Contemporary Education

基　　金：江苏省社会科学基金项目(18JY012)

摘　　要：近百年来,国际数学课程改革产生了各种争议,如课程内容的深度与难度,运算技能与计算器使用,发现学习与启发讲解,以及欧氏几何内容的处理等。这些争议缘于不同的课程哲学观、目的观、教学观,其实也是数学课程的“学科性”与“教育性”之争。分析其产生原因,对于提高我们课程改革的辨识能力,改进我国数学课程教学改革具有重要启示。In the last hundred years, the international mathematics curriculum reform has crept in the twists and turns,producing various controversy, such as the depth and difficulty of the course contents, calculating skills and the use of calculators, the discovery of learning and enlightenment, and dealing with the content of Euclidean geometry. These controversies are caused by different views of curriculum philosophy, purpose and teaching. In fact, it is also the controversy between “scientific mathematics” and “educational mathematics” in mathematics curriculum. The analysis of its causes is of great significance for improving the identification ability of our curriculum reform and improving the teaching reform of mathematics curriculum in China.

关 键 词：数学课程 课程改革 争议 

分 类 号：G630[文化科学—教育学]