常识视角下的数学课程的探析与构建-课程与教学论专业论文.docxVIP

万方数据 万方数据 常识视角下的数学课程的探析与构建 摘 要 数学课程虽然有赖于各种常识，但一直缺乏系统的指导与评判。本文从教师、 教师指导者和课程研究者的角度出发，试图将常识“概念化”，结合“常识”的 渊源与用法，对“常识”进行了多学科审视。对数学课程领域里的常识运用心理 和文化视角进行了研究，探讨了常识视角下的数学学习。从时代背景、课程取向、 维度与常识的结合方式、两类基本数学活动和对常识的态度出发，将数学课程划 分为三种类型：“组合”课程、“联通”课程、“经验”课程，并重点对“联通” 课程进行了进一步划分。结合上述考虑，探讨了在当前形势下理解和开展常识视 角下的数学课程应注意的若干问题，提出重视生活常识促进应用的作用，注意处 理数学体系与应用的矛盾，注意常识的干扰作用，为更多种类的常识介入学习单 元创造条件，适度的容忍常识的“不科学性”，理解结果的多样性，对弗莱登塔 尔的观点要有新认识的观点。在初步的构建中，进行了以自然语言为载体的学习 单元开发，以常识沟通数学世界与现实世界、以常识沟通数学语言与自然语言， 把生活常识引入数学课程，学习被忽视的数学常识的尝试。 关键词：儿童；常识；数学课程；数学语言 Ⅰ The Analysis and Construction of Mathematics Curriculum: a Commonsensible Perspective Abstract The mathematics curriculum depends on various common sense, but it has been a lack of systematic guidance and evaluation for a long time. From the perspective of teachers, teacher educators and curriculum researchers, we dedicate to common senses “conceptualization”, exploring the origins and usage of common sense, giving a multi-disciplinary look at common sense. The use of psychological and cultural perspectives on knowledge in the field of mathematics curriculum conducted a study on a commonsensible perspective of mathematics learning. From the background, course orientation, the combination of dimension and common sense, two basic types of mathematical activity, and the different attitude of common sense, the mathematics curriculum is divided into three types: “combination” course, “connection” course, “experience” course. “Connection” courses were further divided. With all these considerations, we explore how to understand and carry out a mathematics curriculum under commonsensible perspective in current situation and argue the following issues should be noted: life knowledge can promote the application, contradictions exist in the mathematical system and application, common sense interferes, create conditions for a wider range of common sense to involve in the learning unit, have a tolerance of “unscientific” common sense, understand t