数学问题情境化设计中的认知偏差及任务靶向  

Cognitive Bias and Task Target in Situational Design of Mathematical Problems

作　　者：张晶 夏小刚 ZHANG Jing;XIA Xiao-gang(School of Mathematics and Science,Guizhou Normal University,Guizhou Guiyang 550001,China;School of Science,Qiongtai Normal University,Hainan Haikou 571127,China)

机构地区：[1]贵州师范大学数学科学学院,贵州贵阳550001 [2]琼台师范学院理学院,海南海口571127

出　　处：《数学教育学报》2022年第6期75-79,共5页Journal of Mathematics Education

基　　金：全国教育科学“十三五”规划课题——面向核心素养的数学问题情境教学测评模型研究(XHA180286);琼台师范学院校级一流本科课程建设项目(QTjg2022-52)。

摘　　要：在素养时代下,数学问题情境化设计必须解决两个方面的基本问题.一是消除问题情境化设计中的认知偏差,即情境内容选取的偏差、思维方式预设的偏差和问题设计的偏差,从而在问题情境化目标设定与学生认知基础之间形成良好的匹配.二是为了增强问题情境化教学的有效性,需要明确问题情境化设计的任务靶向,创设合适的情境化问题来承载任务靶向,更好地促进学生在知识建构中发展数学素养.In the era of literacy,two basic problems must be solved in mathematical problems situational design.First,the cognitive bias in the situational design should be eliminated,involving the bias in the situational content selection,the bias in the way of mathematical method preset and the deviation in the mathematical problem designing,so as to form a good match between the goal setting of the problem situation and students’cognitive foundation of;Second,in order to enhance the effectiveness of problem-based contextualized teaching,it is necessary to clarify the task target of problem-based contextualized design,create appropriate contextualized problems to carry the task target,and better promote the development of students’mathematical literacy in knowledge construction.

关 键 词：数学问题 问题情境化 认知偏差 任务靶向 

分 类 号：G420[文化科学—课程与教学论]