中国少数民族数学教育研究70年:回顾与展望  

Review and Prospect of China’s Ethnic Minority Mathematics Education Research in Seventy Years

作　　者：何璇 HE Xuan(Teachers College,Beijing Union University,Beijing 100101)

机构地区：[1]北京联合大学师范学院

出　　处：《民族教育研究》2019年第6期15-23,共9页Journal of Research on Education for Ethnic Minorities

基　　金：教育部人文社会科学研究青年基金项目“小学生数学核心素养生成机制研究”(项目编号:17YJC880036)的阶段性成果

摘　　要：中华人民共和国成立70年来,中国少数民族数学教育研究的历程大体经历了孕育期、起步期和发展期。在少数民族数学教育的本体论、少数民族数学教育与民族文化的关系、少数民族学生数学核心素养发展、少数民族数学教师教育、少数民族数学课程与教学等研究领域取得了一定进展。经过70年的发展,中国少数民族数学教育研究内容层面经历了由宏观到微观、由窄变宽、由浅入深的推进,理论层面从引进国外理论到自我理论建构的探索,实践层面实现了从发现问题到解决问题的转变,方法层面由思辨到实证、从单一走向多元。然而,尚存在研究视角上跨学科研究不足;研究内容上问题意识不凸显、少数民族数学教育的特殊性体现不足、研究的系统性尚待加强;研究方法上研究范式单一等问题。因此,中国少数民族数学教育研究应注重跨学科研究,寻求学科整合,提升研究的广度;凸显问题意识、提升研究的深度;关注政策,探究前沿问题,提升研究的高度;注重不同研究方法的综合应用,提升研究的信度。新时代中国少数民族数学教育发展前景令人期待。Ethnic minority mathematics education experienced an overall three stages in history since the setting up of PRC.Research progresses have been made in certain aspects of ethnic minority teaching such as math education methodology,interaction between math education and ethnic culture,training of math core attainment,math teacher education,as well as math course setting and education.Through seventy years’development,math education research for ethnic minority has undertaken profound changes in both theoretical aspect as well as teaching practices.Lack of insufficiency in research interdisciplinary study still remains.Problem awareness,systematic research and the reflection of ethnic minority math teaching should be enhanced.This research paper proposed ethnic minority math education should pay attention to interdisciplinary study,expand research sphere;enhance problem awareness and research depth;follow policies and explore frontier issues so as to improve the level of research;apply different research methodologies so as to improve the reliability of the research.

关 键 词：少数民族 数学教育 回顾 展望 

分 类 号：G633.6[文化科学—教育学] G750