数学创造力的测量与培养研究综述  

A review of research on measuring and cultivating of mathematical creativity

作　　者：李保勤 王哲凡 高佳妮 王佳慧 黄鹏丽 LI Baoqin;WANG Zhefan;GAO Jiani;WANG Jiahui;HUANG Pengli(School of Teacher Education,Shanxi Normal University,Taiyuan,Shanxi 030031,China)

机构地区：[1]山西师范大学教师教育学院,山西太原030031

出　　处：《内江师范学院学报》2024年第10期7-17,26,共12页Journal of Neijiang Normal University

基　　金：教育部人文社会科学重点研究基地重大项目(22JJD880012);山西省研究生教育创新计划支持项目(2023XJG004);山西师范大学人文社科基金项目(RWSK2307);山西省教育科学“十四五”规划2024年度一般课题项目(GH-240602);山西师范大学2024年度研究生创新计划项目(2024XSY70)。

摘　　要：数学创造力是指在呈现的问题或情境下,学生发现和提出、分析和解决数学问题所反映的灵活性、流畅性和独创性方面的能力.然而,目前数学创造力缺乏有效且可靠的测量标准.数学创造力作为创造力的特定领域,需要提供可靠的科学依据和测量方法.通过文献梳理,构建出基于流畅性、灵活性和独创性的数学创造力测量方法,作为数学创造力的测量标准.数学创造力是一个可以发展的特定领域,通过多种教学实践包括解决问题、提出问题、开放式问题、多种解决方案任务、建模和模型启发任务等策略,将这些教学实践整合到数学课堂中,可以发展学生潜在的数学创造力.Mathematical creativity refers to the ability of students to discover,propose,analyze,and solve mathematical problems in a presented problem or situation,reflecting flexibility,fluency,and originality.However,there is currently a lack of effective and reliable measurement standards for mathematical creativity.Mathematical creativity,as a specific field of creativity,requires reliable scientific evidence and measurement methods.Through literature review,a mathematical creativity measurement method based on fluency,flexibility,and originality was constructed as the measurement standard for mathematical creativity.Mathematical creativity is a specific field that can be developed through various teaching practices,including problem-solving,problem posing,open-ended problems,multiple solution tasks,modeling,and model inspiration tasks.Integrating these teaching practices into the mathematics classroom can develop students’potential mathematical creativity.

关 键 词：创造力 数学创造力 流畅性 灵活性 独创性 教学实践 

分 类 号：G642[文化科学—高等教育学]