数学理解赋能学习力的向度、价值及实施路径  

Dimension,Value and Implementation Path of Mathematical Understanding Empowering Learning Capability

作　　者：吴仁芳 赵彬如 Wu Renfang;Zhao Binru

机构地区：[1]湖南师范大学数学与统计学院,长沙410081

出　　处：《课程.教材.教法》2025年第3期129-136,共8页Curriculum,Teaching Material and Method

基　　金：湖南省教育厅教改项目“新课标下数学学习力形成的机制研究”(HNJG-2024-0522)。

摘　　要：学习力的开拓彰显了“以人为本”的发展,成为教育事业所关注的话题。基于数学理解,赋能记忆力、迁移力、抽象力的知识生成,赋能洞察力、转换力、创造力的能力养成及赋能自制力、认同力、调控力的情感育成。数学理解的阐释发展赋能数学知识精微、整体与综合;数学理解的剖析重构赋能数学能力贯通、有序与高阶;数学理解的追求超越赋能数学情感自主、自信与自洽。其实施路径要基于知识的探究学习、能力的构建学习、情感的体验学习、素养的终身学习。The development of learning capability shows people-oriented development,which has attracted attention in the field of education.Based on mathematical understanding,we can empower the knowledge generation that enables memory,transfer and abstraction,the ability to cultivate insight,transformation and creativity,and the emotional accumulation that enables self-control,recognition and adjustment.The interpretation and development of mathematical understanding empowers the refinement,integrity and synthesis of mathematical knowledge,the analysis and reconstruction of mathematical understanding empowers the integration,order and high level of mathematical capability,and the pursuit and transcendence of mathematical understanding empowers mathematical emotion autonomy,confidence and consistency.Its implementation path should be based on knowledge-based inquiry learning,capability construction learning,emotional experience learning and lifelong competency learning.

关 键 词：数学理解 学习力 数学知识 数学能力 数学情感 

分 类 号：G633.6[文化科学—教育学]