数学探究活动自主度水平体系的构建及应用策略  

The Construction and Application Strategy of the Autonomy Level System of Mathematical Inquiry Activities

作　　者：顿继安[1] 孙芳[2] 刘杰 DUN Ji-an;SUN Fang;LIU Jie(Faculty of Mathematics and Science Education, Beijing Institute of Education, Beijing 100044, China;The High School Affiliated to Renmin University of China, Beijing 100086, China;Beijing No.14 Middle School, Beijing 100055, China)

机构地区：[1]北京教育学院数学与科学教育学院,北京100044 [2]中国人民大学附属中学,北京100086 [3]北京市第十四中学,北京100055

出　　处：《北京教育学院学报》2021年第4期72-77,共6页Journal of Beijing Institute of Education

摘　　要：数学探究活动的自主度对活动的质量有直接影响。针对已有的自主探究度水平体系中存在的不足以及我国数学教育的目标和现实,构建了刻画数学探究活动自主度的水平体系以完整的数学探究过程中三个阶段的五个环节作为维度,将每个维度为学生提供的自主度水平分为四个等级,给出了各维度、各等级的师生表现作为判断探究活动自主度的依据。教师在数学探究活动中应整体把握并恰当选择探究环节,优化探究任务,渐进式调整探究活动的自主度。The degree of autonomy of mathematical inquiry activities has a direct impact on the quality of activities.In view of the shortcomings of the existing independent inquiry level system and the objectives and reality of mathematics education in China,a level system portraying the degree of autonomy of mathematical inquiry activities has been constructed.Taking the five links of the three stages in the complete process of mathematical inquiry as the dimensions,the autonomy level provided by each dimension for students is divided into four levels,the performance of teachers and students at all dimensions and levels is given as the basis for judging the degree of autonomy of inquiry activities.In mathematical inquiry activities,teachers should grasp and appropriately select inquiry links,optimize inquiry tasks,and gradually adjust the autonomy of inquiry activities.

关 键 词：数学教学 探究活动 自主度水平 发现学习 

分 类 号：G633.6[文化科学—教育学]