情境认知理论视角下壮族文化在民族数学课堂教学中的融入研究  

Research on the Integration of Zhuang Culture into Ethnic Mathematics Classroom Teaching from the Perspective of Situational Cognition Theory

作　　者：黄婷婷 宋青燕 

机构地区：[1]黄冈师范学院数学与统计学院,湖北 黄冈

出　　处：《教育进展》2024年第11期513-519,共7页Advances in Education

摘　　要：文章结合情境认知理论,引入壮族文化情境,引导学生从中感受数学几何图案之美,展示壮族文化的魅力和价值,以期为壮族文化融入中学数学课堂和继续弘扬壮族文化提供借鉴。The article combines situational cognition theory and introduces Zhuang cultural context to guide students to experience the beauty of mathematical and geometric patterns, showcasing the charm and value of Zhuang culture, in order to provide reference for the integration of Zhuang culture into middle school mathematics classrooms and the continued promotion of Zhuang culture.

关 键 词：情境认知理论 壮族文化 壮锦 铜鼓 民族数学课堂 

分 类 号：G63[文化科学—教育学]