课程创生:让核心素养有效落地——一则小学数学课程创生的案例与解读  

Curriculum Creation: Let the Core Quality Effectively Landing:A Case and Interpretation of the Creation of Primary School Mathematics Curriculum

作　　者：沈建民[1] 倪洺仪 SHEN Jianmin;NI Mingyi(School of Teacher Education,Huzhou University,Huzhou 313000,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000

出　　处：《湖州师范学院学报》2024年第4期23-28,共6页Journal of Huzhou University

基　　金：教育部人文社会科学研究规划基金项目(12YJA880898).

摘　　要：课程创生中的“创”意指“创新或创造”,而“生”意涵“生成或生命”.从宏观上来说,其功能价值主要体现在两个方面:一是课程创生顺应素质教育的要求;二是核心素养的提出呼应课程创生.一线教师在课程实施层面的课程创生是实现核心素养落地的一种有效方式.借助小学数学教师在课程实施中课程创生的案例呈现与案例解读,论述课程创生可以有效地让小学阶段数学课程核心素养落地,这些核心素养包括量感、几何直观、空间观念、运算能力、推理意识和创新意识等.为确保课程创生的有效性和科学性,一线教师在进行课程创生时需注意:课程创生的前提是理解;课程创生的过程是超越;课程创生的目的是回归.The word“create”in curriculum creation means“innovation or creation”,while“birth”means“generation or life”.Its functional value from a macro perspective,one is that curriculum creation conforms to the requirements of quality education;second,the proposal of core literacy echoes the creation of the curriculum.The curriculum creation by front line teachers at the level of curriculum implementation is an effective way to achieve the implementation of core literacy.Based on the case presentation and interpretation of the curriculum creation of primary school mathematics teachers in the curriculum implementation,this paper discusses that the curriculum creation of primary school mathematics teachers can effectively implement the main manifestations of the core quality of primary school mathematics curriculum,such as sense of quantity,geometric intuition,spatial concept,calculation ability,reasoning consciousness and innovation consciousness.In order to ensure the effectiveness and scientificity of curriculum creation,front line teachers should pay attention to the following points in curriculum creation:the premise of curriculum creation is understanding;the process of curriculum creation is transcendence;the purpose of curriculum creation is to return.

关 键 词：小学教师 课程创生 数学核心素养 案例 

分 类 号：G633[文化科学—教育学]