我国数学主题活动教学研究:历程、内容与趋势  

A study on mathematics thematic activity teaching in China:course,content and trends

作　　者：李婉玥 张维忠[1] LI Wanyue;ZHANG Weizhong(College of Education,Zhejiang Normal University,Jinhua 321004,China)

机构地区：[1]浙江师范大学教育学院,浙江金华321004

出　　处：《浙江师范大学学报（自然科学版）》2024年第4期472-480,共9页Journal of Zhejiang Normal University:Natural Sciences

基　　金：全国教育科学规划教育部重点课题(DHA200318)。

摘　　要：数学主题活动教学研究为《义务教育数学课程标准(2022年版)》提出的跨学科主题学习提供了可能的理论依据和落实指引,是核心素养时代育人方式变革的重要途径.相关研究大致经历了萌芽、形成与发展3个阶段,基本廓清了数学主题活动教学的内涵与价值,从主题和活动等方面细化了数学主题活动教学的类别与维度,基于理论与实践建构了数学主题活动教学的设计,并广泛探索了数学主题活动教学的实施.拓展概念内涵、构建指标体系、增强设计理性和探明实施效用是数学主题活动教学研究的未来发展趋势.The research on mathematics thematic activity teaching(MTAT)was regarded as a reasonable theoretical basis and practical guidance for interdisciplinary theme-based learning proposed in Mathematics Curriculum Standards for Compulsory Education(2022 Edition),and also considered as a significant vehicle in reforming education methods in the era of core literacy.The relevant research on MTAT in China had roughly gone through three stages of germination,formation,and development.It had basically clarified the connotation and value of MTAT,refined its categories and facets from the perspectives of themes and activities,constructed the design of MTAT based on theory and practice,and extensively explored its implementation.The evolving trend of MTAT research encompassed the requirement to broaden conceptual understanding,establish indicator systems,strengthen design rationality,and examine practical effectiveness.

关 键 词：主题教学 数学主题活动 数学主题活动教学 跨学科主题学习 数学课程 

分 类 号：G633[文化科学—教育学]