数学教育“生活化”还是“数学化”——基于数学教育哲学的思考

发布时间：2018-06-15 09:58

本文选题：数学教育哲学 + 数学教育生活化　；参考：《教育学报》2017年03期

【摘要】：自新课程改革以来,关于"数学教育生活化"的争论就不绝于耳。别的学科教育生活化尽管也存在一些问题,但都没有数学教育领域的争论如此激烈。这说明"数学教育生活化"的问题与数学学科的性质具有根本关联。要阐明"数学教育生活化"引发的争议,需要从数学教育哲学视角进行深入分析。从数学教育哲学的视角看,无论在本体论、目的论还是方法论方面,"数学教育生活化"的观点都存在一定偏颇。"数学教育生活化"主要关注"横向数学化",属于数学认识的初级阶段。基于数学学科的特性,"纵向数学化"在数学教育中具有更加重要的价值。因此,数学教育不应简单地走向"生活化",而应该走向"数学化"。
[Abstract]:Since the reform of the new curriculum, the debate about "the life of mathematics education" is all over the ear. Although there are some problems in the education and living of other subjects, there is no debate in the field of mathematics education. It shows that the problem of "the living of mathematics education" is closely related to the nature of the mathematics subject. From the perspective of mathematical education philosophy, there are some biased views on "mathematical education and living" from the perspective of mathematical education philosophy, whether in ontology, skopostheology or methodology. "Mathematics education life" is the primary stage of mathematical cognition. Based on the characteristics of mathematics, the "vertical mathematics" has a more important value in mathematics education. Therefore, mathematics education should not simply move towards "living", but should be "mathematically".
【作者单位】：首都师范大学教育学院;北京理工大学继续教育学院;
【基金】：北京市社会科学基金一般项目《北京市U-D合作教师脱产培训有效性提升研究》(项目编号:15JDJYB008)的阶段性成果
【分类号】：G633.6

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