乡村小学数学教学与劳动教育融合的价值、问题及优化路径  

The Value,Problems and Optimization of the Integration of Mathematics Teaching and Labor Education in Rural Primary Schools

作　　者：杨冲 杨智[2] YANG Chong;YANG Zhi(Wugu Primary School of Tudiao Town,Yanhe County,Guizhou Province,Yanhe,Guizhou,565300;Guizhou Education University,Guiyang,Guizhou,550018)

机构地区：[1]贵州省沿河县土地坳镇五谷完小,贵州铜仁565300 [2]贵州师范学院,贵州贵阳550018

出　　处：《贵州师范学院学报》2023年第8期46-52,共7页Journal of Guizhou Education University

基　　金：国家社会科学基金教育学一般课题“易地扶贫搬迁移民内生发展能力提升的社区教育赋能机制研究”(BKA210227)。

摘　　要：《中共中央国务院关于全面加强新时代大中小学劳动教育的意见》强调劳动教育要与德智体美四育有机融合。乡村是劳动教育的天然具身实践场域,但目前乡村教育中的学科教育与劳动教育并未形成良好的互动关系。以数学教学为例,具体表现为数学学习与劳动教育融合的价值认识不清、融合的深度不够,以及劳动在乡村教育中的育人导向被弱化。基于此,乡村数学教学与劳动教育的实施需要从四个方面着手:挖掘传统数学文化,树立正确的劳动观念;创设数学生活情境,促进学生理解劳动价值;布置生活类数学作业,提升学生学习数学的兴趣;探索劳动性的数学评价,引导学生用数学知识解决劳动问题。"The Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Strengthening Labor Education in Primary and Secondary Schools in the New Era"emphasize the organic integration of labor education with moral,intellectual,physical,and aesthetic education.As a natural field of labor education,subject education and labor education in rural education have not formed a good interactive relationship.Taking mathematics teaching as an example,the value recognition of the integration of mathematics learning and labor education is unclear,the depth of integration is insufficient,and the labor education orientation in rural education is misinterpreted.The implementation of rural mathematics labor education needs to start from four aspects:mining the traditional mathematics culture,establishing the correct labor concept;creating mathematics life situation,promoting students to understand the labor value;arranging the mathematics homework of life type,promoting students'interest in learning mathematics,exploring the evaluation of mathematics in labor,and guiding students to solve labor problems with mathematical knowledge.

关 键 词：乡村小学 数学学习 劳动教育 

分 类 号：G622.4[文化科学—教育学]