美国课堂高认知水平数学任务的设计与思考  

The Design of Mathematical Task of High Cognitive Level in the Class

作　　者：胡典顺[1] 余晓娟 王学萌 于文字 王静 HU Dian-shun;YU Xiao-juan;WANG Xue-meng;YU Wen-zi;WANG Jing(School of Mathematics and Statistics,Central China Normal University,Hubei Wuhan 430079,China;Foreign Language School in Yichun City,Jiangxi Yichun 336000,China)

机构地区：[1]华中师范大学数学与统计学学院,湖北武汉430079 [2]宜春外国语学校,江西宜春336000

出　　处：《数学教育学报》2019年第6期37-41,共5页Journal of Mathematics Education

基　　金：教育部人文社会科学研究规划基金项目——中小学核心素养测评的模型建构与实证研究（19YJA880012）;湖北省教育科学规划项目——“国培计划”实施的有效性研究（2016GB194)

摘　　要：以数学课堂教学中高认知水平数学任务的设计为视角,选取典型案例,深入了解美国数学课堂中高认知水平数学任务的设计,提炼出高认知水平数学任务的六大特征.同时与中国课堂教学中高认知水平数学任务的设计进行对比,从情境创设、目标指向等方面说明两国数学高认知水平数学任务在设计方面可能存在的共同点和差异,在此基础上提出对中国数学课堂教学中高认知水平数学任务设计的思考.This paper stem from the perspective of mathematical task with high cognitive demanding in classroom teaching. With the typical cases selected, this research explored the design of mathematical task in high cognitive level in high school education context in the US, and illustrated the six major characteristics of high cognitive level mathematics tasks. Meanwhile, by comparing the cases of designing high cognitive level mathematical task in America and in China, the potential similarities and differences were draw in the aspects of situation creating, target pointing and so on. On the basis of this, the paper put forward some ideas on Chinese education in terms of the design of mathematical task in high cognitive level.

关 键 词：数学任务 高认知水平 设计 

分 类 号：G40-059.3[文化科学—教育学原理]