数学审美化教学的内涵特征与实践路径  

The Connotation Characteristics and Practical Path of Mathematics Aesthetic Teaching

作　　者：于冬梅 黄友初 YU Dong-mei;HUANG You-chu(College of Education,Shanghai Normal University,Shanghai 200241,China;Education Scientific College,Jiangsu Second Normal University,Jiangsu Nanjing 210013,China)

机构地区：[1]上海师范大学教育学院,上海200241 [2]江苏第二师范学院教育科学学院,江苏南京210013

出　　处：《数学教育学报》2025年第1期85-91,共7页Journal of Mathematics Education

基　　金：教育部人文社会科学研究青年基金项目——基于多模态话语分析的教师课堂话语特征及质量提升研究(24YJC880166);江苏省教育科学规划专项课题——素养导向下小学教师课堂话语的多模态分析与质量提升研究(C/2024/01/19)。

摘　　要：数学教学应以育人为本,在帮助学生掌握数学知识的同时也注重数学品格和数学审美的发展,彰显数学课程的“真善美”三重教育价值.数学审美化教学指教师将学生生成数学美感作为数学教学目标之一,注重教学的外在表现美与内在逻辑美和谐统一,实现数学教学的审美转化,能在持续的情感支持中促使学生感悟数学之美,体会数学之魅,并具有美观性、和谐性与自由愉悦性等特征.数学审美化教学的实施应以教师树立教师的审美教学意识为前提,然后以蕴含数学美的知识为审美视点,设计以美启真、以真塑美的教学目标;以数学美感为核心评价维度,设计表现性任务与评价量规促成伴随式评价;以数学美感的生成过程为依据,创设“感受—体验—欣赏—创造”的教学4阶段.更好地发挥数学的美育价值,实现以智育美、以美促智.The teaching of mathematics should be based on cultivating people.While helping students to master the knowledge of mathematics,it also pays attention to the development of mathematical character and mathematical aesthetics,highlighting the triple educational value of“truth,kindness and beauty”of mathematics curriculum.Mathematical aesthetic teaching takes the cultivation of students’mathematical aesthetics as one of the teaching objectives,and emphasizes the harmonious unity of the beauty of external expression and the beauty of internal logic in teaching,so as to realize the aesthetic transformation of mathematics teaching,and can promote students to perceive the beauty of mathematics and experience the charm of mathematics in continuous emotional support,which has the characteristics of aesthetics,harmony,and freedom and pleasure.The implementation of mathematics aesthetic teaching should be based on the premise that teachers should establish an aesthetic teaching awareness,then taking knowledge containing mathematical beauty as the aesthetic point of view,designing teaching goals that enlighten truth with beauty and shape beauty with truth;taking the sense of the mathematical aesthetics as the core evaluation dimension,designing performance tasks and evaluation gauges to facilitate the concomitant evaluation;and creating four teaching stages of“feeling,experiencing,appreciating and creating”based on the generating process of mathematical aesthetic,so as to give full play to the value of mathematical aesthetic education and realize the realization of educating beauty with wisdom and promoting wisdom with beauty.

关 键 词：数学审美化教学 数学美 数学美感 审美转化 

分 类 号：G420[文化科学—课程与教学论]