浅谈指向核心素养的数学大概念的提取策略——以“集合”教学为例  

A brief discussion on strategies for extracting big mathematical concepts that focus on core competencies:Taking the teaching of“sets”as an example

作　　者：李心兰 黄晓芬[2,3] LI Xinlan;HUANG Xiaofen

机构地区：[1]海南师范大学教师教育学院,海南海口571158 [2]海南师范大学数学与统计学院,海南海口571158 [3]海南师范大学数据科学与智慧教育教育部重点实验室,海南海口571158

出　　处：《科教文汇》2025年第3期169-172,共4页Journal of Science and Education

基　　金：海南省教育科学规划课题“新媒体视角下线性代数课程的探索与实践”(QJY20231044);海南省高等学校教育改革研究项目“自贸港建设背景下研究生代数学课程思政的建设与实践”(Hnjg2024ZC-26)。

摘　　要：在“双减”背景下,课堂教学从关注学生的“知识”转变为关注学生“核心素养”的培养,发展学生的必备品格、关键能力和正确价值观成为当前课堂教学的重要目标。大概念是专家思维的锚点,反映了专家思维方式的概念、观念或命题,具有统摄性,是重构知识的重要桥梁,也是培养学生核心素养的一个重要抓手。该文以“集合”这一单元教学为例,研究了基于核心素养的大概念的提取方法,并从三个方面给出了提取策略。Under the background of“double reduction”,classroom teaching has shifted from focusing on students’“knowledge”to focusing on the cultivation of students’“core competencies”.Developing students’essential qualities,key abilities and correct values has become an important goal of current classroom teaching.As the anchor of expert thinking,big concepts reflect the concepts,ideas or propositions of expert thinking.They are dominant and have life value.They are an important bridge for reconstructing knowledge and an important starting point for cultivating students’core competencies.Taking the teaching of the unit“sets”as an example,this paper studies the methods of extracting big concepts based on core competencies and provides extraction strategies from three aspects.

关 键 词：核心素养 数学 大概念 集合 

分 类 号：G633.6[文化科学—教育学]