朱熹的理性精神及其对数学教学的启示  

Zhu Xi’s Rational Spirit and Its Enlightenment to Mathematics Teaching

作　　者：崔皓翔 宁连华[1] 岳宝霞 CUI Hao-xiang;NING Lian-hua;YUE Bao-xia(School of Mathematical Sciences,Nanjing Normal University,Jiangsu Nanjing 210023,China;Faculty of Education,Tianjin Normal University,Tianjin 300387,China)

机构地区：[1]南京师范大学数学科学学院,江苏南京210023 [2]天津师范大学教育学部,天津300387

出　　处：《数学教育学报》2024年第1期85-88,102,共5页Journal of Mathematics Education

基　　金：天津市哲学社会科学规划一般项目——中美教师专业标准的比较及我国教师专业标准的深化改革研究(TJJX18-018)。

摘　　要：理性精神是数学内生的精神文化,同时也是人类文明发展和变革的动因之一.朱熹作为理学的集大成者,其精神品格中蕴涵有中华传统文化历久弥新的理性智慧.试以理性精神为切入点,通过研析朱熹理学中理为本体的思想体系、穷理的认识方法和居敬的道德修养方法,构建朱熹理性精神的基本涵义和价值旨趣.然后从中析取出3点面向数学教学的启示:帮助学生构建结构化的数学知识体系、追求并开展有深度的数学探究活动、涵养学生“敬”的数学学习态度.Rational spirit is a spiritual culture endogenous to mathematics,and it is also one of the motives for the development and transformation of human civilization.Zhu Xi,as a great master of science,has a long-lasting rational wisdom of traditional Chinese culture in his spiritual character.By analyzing Zhu Xi’s thought system of reason as the essence,the method of exploring and the method of maintaining reverence,the basic meaning and value of Zhu Xi’s rational spirit is constructed.Then,we analyze three points of enlightenment to mathematics teaching:helping students to build a structured mathematical knowledge system,pursuing and carrying out deep mathematical investigation activities,and cultivating students’reverence for mathematics.

关 键 词：理性精神 数学教学 朱熹理学 结构化知识体系 深度探究 

分 类 号：G40-09[文化科学—教育学原理]