45年:一项数学教改实验  

45 Years:An Experiment in Mathematics Teaching and Reform

作　　者：顾泠沅 Gu Lingyuan(School of Mathematical Sciences,East China Normal University,Shanghai 200241,China;Shanghai Academy of Educational Sciences,Shanghai 200032,China)

机构地区：[1]华东师范大学数学科学学院,上海200241 [2]上海市教育科学研究院,上海200032

出　　处：《华东师范大学学报（教育科学版）》2022年第4期103-116,共14页Journal of East China Normal University:Educational Sciences

摘　　要：这是来自上海西部城乡结合地区的一个数学教改实验报告。这项实验从1977年到2022年,走过了中国社会从拨乱反正、改革开放到教育现代化的40余年历程。实验早期,构建“调查—筛选—实验—推广”的实践研究方法体系,找到了一条在常见教育条件下普遍提高教育质量的有效途径,总结了学生在变式体验中学习、教师在教改行动中成长等“教学相长”的中国经验;实验后期,注重能力与素养目标,致力于开发“大数据执果溯因”实证方法,基于大样本测试与长周期抽样分析,通过临床观察与证据推理,找出提升学生探究与创新能力的关键举措,由此取得实效并产生积极的社会影响。整个报告,是老一辈师长、过渡代中坚力量和大批后辈才俊三代人“咬定青山不放松”顽强拼搏的实践结晶。实验分为三个阶段:1.低处起步,大面积提高教学质量(1977—1992年);2.领会优先,突破高认知瓶颈(1992—2007年);3.完善教研,推进探究与创造(2007—2022年)。This is an experimental report on mathematics teaching reform conducted in an urban-rural fringe area in the west of Shanghai.From 1977 to 2022,this 45-year experiment has witnessed a change of Chinese society from Reform and Opening up to educational modernization.In the early part of the experiment,we found an effective way to improve the quality of education in common conditions.We summed up a Chinese experience that students learn from variant experience and teachers grew up in action research.In the later part,we focused on ability and accomplishment objectives,and we found out some key initiatives to improve students’inquiry and innovation ability.Then these results brought some actual effect and a positive social impact.The whole report gathered practice crystallization of three generations of old,middle-aged and young people.This experiment went through three stages:first,improving the educational quality generally and dramatically from a very low(1977—1992);second,prioritizing comprehension so as to break through the bottleneck of high cognition(1992—2007);third,perfecting teaching research to promote inquiry and creativity(2007—2022).

关 键 词：青浦教改实验 变式体验 行动教育 创造力溯因 

分 类 号：G633.6[文化科学—教育学]