“以写促学”的演进与学科探索  

Evolution and Disciplinary Exploration of“Writing to Learn”

作　　者：李轩娇 吴宏 Li Xuanjiao;Wu Hong(Department of Teacher s Education,Xinyang Normal University,Xinyang 464000,China)

机构地区：[1]信阳师范学院教师教育学院,河南信阳464000

出　　处：《林区教学》2022年第12期69-72,共4页Teaching of Forestry Region

基　　金：信阳师范学院研究生科研创新基金“数学写作融入小学数学教学的行动研究”(2020KYJJ17)。

摘　　要：20世纪六七十年代,国外已涉足“以写促学”的研究,以克雷因、艾米阁为代表的研究者主要运用思辨、实证、叙述、试探和实践分析等方法,为“以写促学”奠定了坚实的理论基础。随着“以写促学”学科领域概念的建立,其作为一种活动模式被应用于数学学科课程与教学,为写作融入数学教学提供了理论和方法指导。In the 1960s and 1970s,foreign countries have been involved in the study of“writing to learn”.The researchers represented by Klein and Amigo mainly used the way of thinking or demonstration,narration,exploration and practical analysis and other methods,which laid a solid theoretical foundation for“writing to learn”.With the establishment of the concept of“writing to learn”,it has been applied in mathematics curriculum and teaching as an activity mode,providing the guidance of ideas and methods for the integration of writing into mathematics teaching.

关 键 词：“以写促学” 数学写作 数学教学 

分 类 号：G640[文化科学—高等教育学]