知识观从割裂到多元融合:数学课程思政的实践逻辑  

From Splitting to Pluralistic Fusion of Knowledge Views:Practical Logic of Mathematics Curriculum Ideological and Political Education

作　　者：程德胜[1] 宁连华[2] Cheng Desheng;Ning Lianhua

机构地区：[1]江苏联合职业技术学院南京分院基础部,南京210019 [2]南京师范大学数学科学学院,南京210023

出　　处：《职教发展研究》2023年第1期84-92,共9页Vocational Education Development and Research

基　　金：国家社会科学基金教育学一般课题“学科核心素养的评价研究”(项目编号:BHA170150);江苏省教育科学“十四五”规划立项课题“中高职与本科职业教育一体化数学教材质量评价研究”(项目编号:D/2021/03/97);江苏高校哲学社会科学研究课题“‘大思政’观下:职业院校数学课程思政教学指南开发的实践研究”(项目编号:2021SJB0239);江苏省教育科学“十三五”规划重点课题“核心素养视域下中职公共选修课程体系建设研究”(项目编号:B-a/2020/03/15)。

摘　　要：知识观与教学改革的渊源昭示:数学课程思政必须处理好和知识的关系,需要以知识的实在性、社会性与实践性融合作为其知识观基础;以体现数学学科育人本真、情境教学、长见识悟道理作为数学课程思政的路向;以教师的数学知识要义解析和情境性知识资源开发的智慧与能力作为数学课程思政的基本保障;以思想教育与知识教学的一致性和基于过程性教学作为数学课程思政教学的基本原则。The origin of idea about knowledge and teaching reform shows that the ideological and political education of mathematics should be based on the integration of reality, sociality and practice of knowledge, and we should deal with the relationship between ideology and politics and knowledge in mathematics curriculum. The ideological and political direction of mathematics curriculum is to embody the essence of mathematics education, situational teaching and gain insight into the truth;The teachers’ wisdom and ability to analyze the essentials of mathematics knowledge and develop situational knowledge resources are the basic guarantee for the ideological and political education of mathematics curriculum;The consistency of ideological education and knowledge teaching and process-based teaching are the basic principles of ideological and political education in mathematics curriculum.

关 键 词：数学教育 数学课程思政 知识观融合 实践逻辑 

分 类 号：G711[文化科学—职业技术教育学]