中国三十年来小学阶段分数研究文献的系统分析及启示  

Teaching and Learning Fractions in Chinese Elementary:A Review of Literature in the Past 30 Years

作　　者：黄晓林 黄秦安[1] HUANG Xiao-lin;HUANG Qin-an(School of Mathematics and Statistics,Shaanxi Normal University,Shaanxi Xi’an 710119,China)

机构地区：[1]陕西师范大学数学与统计学院,陕西西安710119

出　　处：《数学教育学报》2021年第6期39-45,共7页Journal of Mathematics Education

基　　金：国家哲学社会科学基金2017年度教育学重点招标项目--教师核心素养和能力建设研究(AFA170008);中央高校基本科研业务费专项资金资助--基于乘法推理教学的小学数学教师数学教育观念系统研究(2019TS091)。

摘　　要：文献系统分析发现,围绕教与学形成侧重作为知识的分数和关注分数认知事实两条不同研究主线,且偶有交叉,反映了传统教育“教学围绕教师发生”特点的影响.以分数教学研究为透镜,探讨以学生分数认知为基础进行教材编排,由测量模型引入分数概念的可行性,体现教育研究对学生学习的真切关怀.提出基于“学”展开数学知识探讨以丰富知识内涵;关注学生学习发生真实过程以改进教学实践;深化数学学习评价以促进学生核心素养培养;强化教师数学教学观以指导教学实践研究,为数学教育提供借鉴.Based on a systemic review of papers involving fractions,there are two main lines of study around the questions of teaching and learning primary school fractions.One focuses on fractions as knowledge and the other pays more attention to knowledge of the cognition around fractions.These lines occasionally intersect,reflecting the effects of traditional education in China-by which teaching and learning activities revolve around teachers-on the study of mathematics teaching.From the perspective of the teaching and learning of fractions,we attempted to explore the feasibility of teaching materials compiled on students’cognition of fractions and the method of introducing the concept of fractions using the measurement model to show that the concern of education research to students’learning.We put forward the following viewpoints:based on“learning,”explore mathematical knowledge to enrich knowledge connotation;pay attention to the process of student learning to improve teaching practices;deepen mathematics learning evaluation to promote the cultivation of students’core literacy;strengthen teachers’mathematics teaching views to guide their teaching practices;and provide references for mathematics education studies.

关 键 词：分数概念 分数教与学 教材编写 测量模型 

分 类 号：G622.0[文化科学—教育学]