数学文化融入中学教科书的内容与方法  

The Content and Method of Integrating Mathematical Culture into Middle School Textbooks

作　　者：王嵘[1] WANG Rong(People's Education Press Curriculum and Teaching Materials Research Institute,Beijing 100081,China)

机构地区：[1]人民教育出版社课程教材研究所,北京100081

出　　处：《数学教育学报》2022年第1期19-23,共5页Journal of Mathematics Education

基　　金：教育部人文社会科学青年基金项目--我国中小学课堂教学质量评价模型的构建与应用研究(19YJC880145)。

摘　　要：数学文化在教科书中的融入在一定程度上决定着数学文化课程目标和课堂教学的实现.历经三版教科书编写研究,初步构建了数学文化融入教科书的理论框架:数学文化融入教科书的内容主要有“数学的形成和发展”“数学在人类文明中的贡献和意义”“数学的人文价值”“中华民族数学成就”4类;数学文化融入教科书的方法主要有“片段式”“旁注式”“问题式”“短文式”4种.通过数据分析和案例分析,可以发现基于此理论框架的2019版高中教科书,初步实现了内容和方式融入的较为均衡的整体分布,并且特别关注了数学文化学习的活动性、传递数学文化的情感温度、展现传统数学的特点等方面.The integration of mathematical culture into textbooks determines the realization of the objectives of mathematical culture curriculum and classroom teaching to a certain extent. After three editions of textbook compilation research, the theoretical framework for integrating mathematical culture into textbooks has been initially constructed: The contents of mathematical culture integrated in textbooks mainly include four categories: “formation and development of mathematics”, “contribution and significance of mathematics in human civilization”, “ humanistic value of mathematics” and “ mathematical achievements of the Chinese nation”. There are four main methods for integrating mathematical culture into textbooks: “fragment”, “marginal note”,“question” and “short essay”. Through data analysis and case analysis, it can be found that the 2019 edition of high school textbooks based on this theoretical framework has initially achieved a relatively balanced overall distribution of contents and methods, and paid special attention to the activity of mathematical culture learning, the emotional temperature of mathematical culture, and the characteristics of traditional mathematics.

关 键 词：数学文化 教科书融入 数学文化融入内容 数学文化融入方法 

分 类 号：G632[文化科学—教育学]