小学数学教材中创造性思维呈现的纵向比较研究——基于九年制义务教育施行以来三套人教版教材的分析  

Comparison of Creative Thinking in Primary School Mathematics Textbooks:Based on Three Sets of Textbooks Published by People's Education Press

作　　者：杨新荣[1] 杨莉荞 Yang Xinrong;Yang Liqiao

机构地区：[1]西南大学教师教育学院,重庆400715 [2]重庆科学城康居西城小学校,重庆401331

出　　处：《课程．教材．教法》2023年第8期108-115,共8页Curriculum，Teaching Material and Method

基　　金：重庆市教育科学规划“十四五”重点课题“中小学课堂教学与学生创造性思维培养研究”(K22YB202008)。

摘　　要：数学创造性思维培养是核心素养培养目标下数学教育的重要任务。对比分析我国九年制义务教育施行以来三套人教版4—6年级数学教材中创造性思维的呈现情况,结果发现:随着版本更新,愈发重视教材中创造性思维的呈现,但与基础训练相比其比例还不高;年级分布和知识领域分布还不够均衡;维度和类型还很单一,多类型任务的比重还较小。深度融合创造性思维培养与基础训练,充分考虑学生的年龄特征和知识领域特征,进一步提升创造性思维三个思维维度以及三者的协同作用,是优化小学数学教材中创造性思维呈现的努力方向。The cultivation of mathematical creative thinking is an important task of mathematical education under the goal of core competency development.By analyzing and comparing creative thinking in three sets of mathematics textbooks for grades 4-6 published by People's Education Press,it is found that with updating,creative thinking has been emphasized but its relative proportion is not high compared with basic training,its distribution among grades and knowledge fields is not balanced,and its dimension and type are not rich and multi-type task takes small proportion.In the future,we should integrate creative thinking cultivation and basic training,consider students'age and knowledge field,and improve the three dimensions of creative thinking and their synergy.

关 键 词：创造性思维 小学数学 教材 比较研究 

分 类 号：G624[文化科学—教育学]