数学思维教学的“两阶段理论”  

Two Stages of Mathematics Teaching for Thinking

作　　者：郑毓信[1] ZHENG Yu-xin(Department of Philosophy,Nanjing University,Jiangsu Nanjing 210093,China)

机构地区：[1]南京大学哲学系,江苏南京210093

出　　处：《数学教育学报》2022年第1期1-6,78,共7页Journal of Mathematics Education

摘　　要：数学思维教学应当区分为两个不同的阶段:(1)帮助学生了解、学习数学思维从而改进思维;(2)“由数学地思维”转向“学会思维”,努力提升学生的思维品质.这可视为一种“螺旋式的上升”,与此为对照也可清楚地看出这样两种观点的片面性,即是“基础教育去学科化”,以及单纯从学科的视角对数学教育目标做出狭义解读.Teaching mathematical thinking should be divided into two stages:(1) helping students learn to think mathematically and in this way to improve their thinking;(2) going from “think mathematically” to “learn to think through mathematics”, and thus improve students’ thinking quality. By comparing with this “spiral development”, it can be clearly seen the one-sidedness of the following two views: the de-disciplinarization of basic education, and the narrow interpretation of the objectives of mathematics education from the disciplinary perspective.

关 键 词：数学思维教学的两个阶段 数学地思维 通过数学学会思维 螺旋式上升 

分 类 号：G40-03[文化科学—教育学原理]