“问题提出”在《义务教育数学课程标准》中的演变过程研析  

Analysis of the evolution process of"problem posing" in Mathematics Curriculum Standards of Compulsory Education

作　　者：袁涛 陆娅君 张和平[1] YUAN Taol;LU Ya-jun;ZHANG He-ping(School of Mathematics and Physics,Kaili University,Kaili Guizhou 556011;School of Mathematical Sciences,Guizhou Normal University,Gui'an New District Guizhou 550025)

机构地区：[1]凯里学院理学院,贵州凯里556011 [2]贵州师范大学数学科学学院,贵州贵安新区550025

出　　处：《辽宁师专学报（自然科学版）》2023年第1期28-33,共6页Journal of Liaoning Normal College(Natural Science Edition)

基　　金：2021凯里学院联合培养研究生专项课题(LHYJS2107)。

摘　　要：《义务教育数学课程标准》中关于“问题提出”的相关要求愈加明确并影响着教材的编写以及教学活动的开展.采用内容分析法,对《全日制义务教育数学课程标准(实验稿)》《义务教育数学课程标准(2011年版)》和《义务教育数学课程标准(2022年版)》3版课标中关于“问题提出”的内容进行研析.结果发现:随着《义务教育数学课程标准》的演变,“问题提出”在课标中的体系建构愈加全面、内容要求愈加明确、对教学指导愈加具体.未来还需要提高课标中“问题提出”内容对于教学的指导作用;增加对学生问题提出能力的评价依据,促使学生成为更好的“问题提出”者.The relevant requirements of"problem posing"in Mathematics Curriculum Stand-ards of Compulsory Education becomes increasingly clear and affects the compilation of textbooks and the development of teaching activities.The content analysis method is used to analyze the content of"problem posing"in the Mathematics Curriculum Standards for Full time Compulsory Education(Experimental Draft),Mathematics Curriculum Standards of Compulsory Education(2011 Edition)and Mathematics Curriculum Standards of Compulsory Education(2022 Edition).The results show that with the evolution of Mathematics Curriculum Standards of Compulsory Education,the system construction of"problem posing"in Curriculum Standards becomes more comprehensive,the requirements for the contents are more explicit,and the guidance for the teaching becomes more specific.In the future,it is necessary to improve the guiding role of"problem posing"in Curriculum Standards for teaching,increase the evaluation basis of students'"problem posing"ability and promote the students to become better"problem proposers".

关 键 词：问题提出 《义务教育数学课程标准》 演变历程 教学 

分 类 号：G633.6[文化科学—教育学]