数学教科书中创造性思维的调查研究——以中国和新加坡初中数学教科书为例  

Research on the Investigation of Creative Thinking in Mathematics Textbooks:Taking Chinese and Singapore Junior High School Mathematics Textbooks as Examples

作　　者：江漂 张维忠[2] JIANG Piao;ZHANG Wei-zhong(College of Education,Zhejiang International Studies University,Zhejiang Hangzhou 310000,China;College of Education,Zhejiang Normal University,Zhejiang Jinhua 321004,China)

机构地区：[1]浙江外国语学院教育学院,浙江杭州310000 [2]浙江师范大学教育学院,浙江金华321004

出　　处：《数学教育学报》2025年第1期37-44,共8页Journal of Mathematics Education

基　　金：全国教育科学规划课题教育部重点课题——指向深度理解的“问题链教学”研究(DHA200318)。

摘　　要：创造性思维是21世纪重要的高阶思维,数学教科书中具有创造性思维的数学任务对培养学生创造力具有重要作用.借助比克尔的分析框架从6个一级维度和17个观测指标对中国人教版和新加坡NS版初中教科书中的创造性思维进行分析,发现:教科书创造性思维呈现分布不均匀;创造性思维呈现强度均低的情况下,人教版更明显;人教版创造性思维呈现深度低且跨度大于新加坡NS版.建议:中国初中教科书在数学任务上应增加创造性思维呈现的数量、提高问题提出维度比例;调整具有创造性思维的数学任务比例、重视交流和可视化维度;加强创造性思维呈现深度,加大创造性思维培养力度.Creative thinking is an important high-level thinking in the 21st century.The creative tasks in mathematics textbooks play an important role in cultivating students’creative thinking.Using Bicer’s analytical framework to analyze the creative thinking in two versions of textbooks from six first-level dimensions and seventeen observational indicators,it is found that the distribution of creative thinking presentation in the textbooks is uneven;when the intensity of creative thinking presentation is low,the PEP is more obvious;the PEP presents a lower depth of creative thinking but greater than that in Singapore NS Edition.In terms of creative tasks,junior high school textbooks in China should increase the number of creative tasks and increase the proportion of problem posing dimensions;adjust the proportion of creative tasks,pay attention to the dimension of communication and visualization;and we should strengthen the depth of creative thinking presentations and increase the intensity of creative thinking cultivation.

关 键 词：创造性思维 初中数学教科书 创造力 

分 类 号：G423.3[文化科学—课程与教学论]