核心素养视角下数学教学回归生活的理性思考  

Rational Thinking on the Return of Mathematics Teaching to Life from the Perspective of Core Literacy

作　　者：汤明清 夏有华 TANG Mingqing;XIA Youhua(Jiangsu Gaoyou Secondary Vocational School,Yangzhou 225600,Jiangsu Province;不详)

机构地区：[1]江苏省高邮中等专业学校,江苏扬州225600 [2]扬州市职业教育数学中心教科研组 [3]不详

出　　处：《江苏教育研究》2019年第30期10-14,共5页Jiangsu Education Research

基　　金：江苏省职教学会2019—2020年度课题“学科核心素养视域下中职数学生活化教学策略研究”（项目编号：XHYBLX2019078）;中国职教学会2019—2020课题“核心素养视角下职业学校公共文化课思维课堂的实践研究”（项目编号：1900364）;第四期江苏省职业教育教学改革研究课题“基于核心素养的中职生数学必备品格培养的实践研究”（项目编号：ZYB197）;扬州市2018年“十三五”规划课题“基于核心素养的中职数学‘思维课堂’实践研究——以扬州市为例”（项目编号：G/18/P038）的阶段性研究成果

摘　　要：数学源于生活,也服务生活,数学教学回归生活是发展学生核心素养的应然选择。充分利用生活常识及经验开展数学教学设计,包括“数学生活化”和“生活数学化”两个层面,具体指巧妙借用生活中的素材开展数学教学,充分遵循数学思维解决生活中的实际问题。实践证明,数学教学回归生活有利于激发学生学习兴趣,理解抽象知识,提高解决实际问题的能力。然而,我们仍需要审视数学生活化的界限,区分学科数学与生活数学的差异,使数学生活化教学有度而不过度。Mathematics comes from life and also serves life.The return of Mathematics teaching to life is an inevitable choice to develop the students'core literacy.Making full use of common sense and experience of life to carry out Mathematics teaching design includes two levels,respectively"mathematical life"and"mathematization of life",specifically referring to the clever use of materials in life to carry out Mathematics teaching and fully following the mathematical thinking to solve practical problems in life.It has been proved that the return of Mathematics teaching to life is conducive to stimulating the students'interest in learning,understanding abstract knowledge and improving their ability to solve practical problems.However,we still need to examine the limits of mathematical life and distinguish the differences between subject Mathematics and life Mathematics,in order to make the mathematical life teaching moderate but not excessive.

关 键 词：数学生活化 生活数学化 教学策略 核心素养 

分 类 号：G712[文化科学—职业技术教育学]