基于文化回应的菲律宾土著数学课程评介  

Review of Indigenous Mathematics Curriculum in the Philippines Based on Cultural Responsiveness

作　　者：丁福军 张维忠[1] DING Fujun;ZHANG Weizhong(College of Teacher Education,Zhejiang Normal University,Zhejiang Jinghua 321004,China)

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《教育参考》2020年第4期39-45,共7页Education Approach

基　　金：2015年教育部人文社会科学研究规划基金项目“民族数学与数学课程改革”(项目编号:15YJA880107)的研究成果。

摘　　要：菲律宾基于文化回应的教育理念,以土著数学课程的开发与实施为路径,在提升土著学生数学学习上效果显著。文章在分析菲律宾土著数学课程开发的基本标准、类型及模式,评介课程案例设计与实施的基础上,提出了对我国少数民族地区数学教育教学改革与发展的启示:立足数学课程标准,积极推进民族数学文化与国家课程的深度整合;以数学思维为核心,深入开展基于民族数学文化的课堂教学改革实践。Based on the educational concept of cultural responsiveness,the Philippines takes the development and implementation of its indigenous mathematics curriculum as the practical approach,which has a significant effect on the improvement of indigenous mathematics learning.By analyzing the basic standards,types and patterns of the development of the indigenous mathematics curriculum,and evaluating the design and implementation of curriculum cases in the Philippines.This paper puts forward the enlightenment gained from the reform and development of mathematics education and teaching in the minority areas in our country,which is based on the mathematics curriculum standard,promoting the deep integration of national mathematics culture and national curriculum;taking mathematical thinking as the core and then carrying out the practice of classroom teaching reform based on national mathematical culture.

关 键 词：文化回应 菲律宾 土著数学课程 

分 类 号：O1-4[理学—数学] G642[理学—基础数学]