中国小学数学教育学百年历程、特点及当代启示  

Hundred Years of Development,Characteristics and Contemporary Enlightenment of Primary School Mathematics Pedagogy in China

作　　者：叶蓓蓓 韦欣言 Ye Beibei;Wei Xinyan(School of Education Science of Guangxi Normal University;School of Youjang Medical University for Nationalities)

机构地区：[1]广西师范大学教育学部 [2]广西右江民族医学院护理学院

出　　处：《中国教育科学（中英文）》2023年第3期77-92,共16页Education Sciences in China

基　　金：国家社科基金“十三五”规划2017年教育部一般项目课题“实践哲学视域下民国时期我国小学数学课程发展史研究”(BOA170043)。

摘　　要：长期以来,我国数学教育研究者围绕小学数学教学所展开的研究为我国师范学校小学教育专业人才培养,学科教材建设等贡献了重要力量。小学数学教育学学科经历了借鉴与探索、讨论与初创、反思与整合、实践与发展四个阶段。通过对这四阶段小学数学教育学教材进行分析发现,1919—2022年的小学数学教育学学科在课程性质、师资培养层次、数学教育学成果、学科价值取向、学科教材、学科研究内容结构方法以及研究队伍的主体力量、教育背景、职业发展、地理位置方面呈现出不同特点。小学数学教育学学科发展的当代启示是:夯实学科基础、秉持开放心态、关注教材建设、关切专业教育、坚持人员传承。For a long time,Chinese mat hematics educat ion researchers have conducted research on primary school mathematics teaching,contributing to the talent cultivation of primary school education discipline and textbook construction in normal schools.The discipline of primary school ma thematics pedagogy has gone through four stages:reference and exploration,discussion and start-up,reflection and integration,and practice and development.Through the analysis of the textbook in the four stages,it is found that the discipline shows different characteristics in terms of curriculum nature,teacher cultivation,pedagogical achievements,value orientation,textbook,research content,structure,and method,research team,educational background,career development,and geographical location from 1919 to 2022.The development has enlightened us to consolidate foundation,uphold open mind,emphasize textbook construction,pay attention to professional education,and adhere to personnel inheri tance.

关 键 词：小学数学教育学学科 小学数学教育学 教材 学科发展 

分 类 号：G40-05[文化科学—教育学原理]