小学数学课堂中的数学价值观实证研究及教学启示  

An Empirical Study on Mathematical Values in Primary School Mathematics Classroom and Its Teaching Implications

作　　者：李艳 LI Yan(College of Education Science,Sichuan Normal University,Chengdu,Sichuan,610068,PRC)

机构地区：[1]四川师范大学教育科学学院,四川成都610068

出　　处：《当代教育与文化》2023年第3期96-101,共6页Contemporary Education and Culture

基　　金：全国教育科学“十三五”规划教育部重点课题“指向深度理解的问题链教学研究”(DHA200318)。

摘　　要：数学价值观作为价值观的重要组成部分,反映了在数学课堂中人们认为传递什么样的数学知识是重要的。采用调查研究法对浙江省J市一所普通公立小学六年级一个班在三大领域的课堂教学内容进行了量化分析。研究发现,在我国小学数学课堂中存在与西方相同的三对互补的数学价值,分别是意识形态维度的理性主义和客体主义、情感维度的控制性和发展性、社会维度的公开性和神秘性,且每对数学价值因其受重视程度不同而存在发展不平衡的现象,以及不同维度的数学价值之间存在相应关联。在数学教学中可以通过调控三对数学价值的受重视程度以及利用价值关联来促进或抑制相应数学价值的发展,使各维度价值观逐渐取得一定的平衡发展。As an important part of values,mathematical values reflect what kind of mathematical knowledge people think is important to transfer in mathematics classroom.As an important part of values,mathematical values reflect what kind of mathematical knowledge is important to pass on in the mathematics classroom.This paper adopts the method of survey study to quantitatively analyze the classroom teaching content in three areas of a class in the grade 6th of an ordinary public primary school in J City,Zhejiang Province.We found that the three complementary pairs in Chinese primary school math classes have the same mathematical values as those in the West,respectively is rationalism and the objectism of the ideological dimension,control and progress of the sentimental dimension,openness and mystery of the sociological dimension,and each value of mathematics from the unbalanced development among different emphasis,And the correlation between different dimensions of mathematical value.Thus,in mathematics teaching,we can promote or restrain the development of the corresponding mathematical values by regulating the importance of the three pairs of mathematical values and making use of the value association,so that the mathematical values in three dimensions gradually tend to a balanced development.

关 键 词：小学数学课堂 数学价值观 实证研究 教学启示 

分 类 号：G623.5[文化科学—教育学]