20世纪以来中国数学课程的数学情感目标演变
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摘要
对20世纪以来中学数学课程标准或教学大纲进行内容分析,通过编码与数据处理,得到如下研究结论:数学情感目标在数学课程文件中的体现程度有一定的起伏,其具体要素——数学态度、数学习惯、数学兴趣与动机、数学信念与精神、德育和社会价值、个人发展价值以及数学自我概念的构成变化受社会、政治、经济发展影响,同时也与人的培养目标密切相关.在数学课程改革发展中,情感目标要素构成的动态变化,一方面适应社会发展需要,另一方面与学生身心和认知发展相当.情感目标动态变化,也积极回应了课程改革中出现的质疑或批评.
This article analyzed the content focused on mathematical affective goals of the middle school mathematics curriculum standards or syllabus since the 20th century through coding and data analysis. The following research conclusions were obtained: The degree of expression of mathematical affective goals in the mathematics curriculum documents had a certain ups and downs. Mathematical affective goals included 7 specific elements-mathematical attitudes, mathematical habits, mathematical interests and motivations, mathematical beliefs and spirits, moral and social values, personal development values, and mathematical self-concepts. The change of mathematical affective goals was influenced by social, political, and economic development. It was also closely related to people's cultivating goals. In the development of mathematics curriculum, the composition of affective goals had been dynamically developed. On the one hand, it was adapted to the needs of social development, on the other hand, it was equivalent to the development of students. The dynamic development of affective goals could also positively respond to questions or criticisms in the curriculum reform.
This article analyzed the content focused on mathematical affective goals of the middle school mathematics curriculum standards or syllabus since the 20th century through coding and data analysis. The following research conclusions were obtained: The degree of expression of mathematical affective goals in the mathematics curriculum documents had a certain ups and downs. Mathematical affective goals included 7 specific elements-mathematical attitudes, mathematical habits, mathematical interests and motivations, mathematical beliefs and spirits, moral and social values, personal development values, and mathematical self-concepts. The change of mathematical affective goals was influenced by social, political, and economic development. It was also closely related to people's cultivating goals. In the development of mathematics curriculum, the composition of affective goals had been dynamically developed. On the one hand, it was adapted to the needs of social development, on the other hand, it was equivalent to the development of students. The dynamic development of affective goals could also positively respond to questions or criticisms in the curriculum reform.
引文
[1]钟启泉,崔允漷,张华.基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001:3-15.
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[3]杨学枝,张玉峰,杨世明.谈谈数学教学的情感目标和素质教育[J].数学教育学报,1999,8(2):34-37,58.
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[5] CAI J, MERLINO F J. Metaphor:A powerful means for assessing students’ mathematical disposition[C]//BRAHIER D J, SPEER W. Motivation and disposition:Pathways to learning mathematics. National Council of Teachers of Mathematics 2011 Yearbook. Reston, VA:NCTM, 2011:147-156.
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[9]全美数学教师理事会.美国学校数学教育的原则和标准[M].蔡金法,译.北京:人民教育出版社,2004:8-9.
[10]徐斌艳.德国高中数学教育标准的特点及启示[J].课程·教材·教法,2015,35(5):122-127.
[11]唐恒钧,张维忠,佘伟忠,等.中国、澳大利亚数学课程标准中的价值观念比较研究[J].比较教育研究,2018,40(3):18-25.
[12]金康彪,贾宇翔.韩国高中数学课程标准评介[J].数学教育学报,2013,22(10):42-46.
[13]全国中小学教师继续教育网组.2011年版义务教育课程标准解读(初中数学)[M].北京:中国轻工业出版社,2012:272-274.
[14]王妍,金福.中学数学教育中情感目标的分类与实施[J].数学教育学报,2003,12(1):83-85,89.
[15]课程教材研究所.20世纪中国中小学课程标准·教学大纲汇编(数学卷)[M].北京:人民教育出版社,2001:3-685.
[16]王建磐.中国数学教育:传统与现实(新版)[M].南京:江苏教育出版社,2017:131-136.
[17]代钦,松宫哲夫.数学教育史—文化视野下的中国数学教育[M].北京:北京师范大学出版社,2011:319-327.
[18]龙安邦,余文森.我国基础教育课程改革与发展70年[J].课程·教材·教法,2019,39(2):11-18.
[2]刘新阳.教育目标系统变革视角下的核心素养[J].全球教育展望,2017,46(10):49-63.
[3]杨学枝,张玉峰,杨世明.谈谈数学教学的情感目标和素质教育[J].数学教育学报,1999,8(2):34-37,58.
[4]刘新求,张垚.“数学情感”的内涵分析和合理定位[J].太原教育学院学报,2005(9):21-24.
[5] CAI J, MERLINO F J. Metaphor:A powerful means for assessing students’ mathematical disposition[C]//BRAHIER D J, SPEER W. Motivation and disposition:Pathways to learning mathematics. National Council of Teachers of Mathematics 2011 Yearbook. Reston, VA:NCTM, 2011:147-156.
[6] MCLEOD D B. Research on affect in mathematics education:A reconceptualization[C]//Grouws D A. Handbook of research on mathematics learning and teaching. New York, NY:Macmillan, 1992:575-596.
[7] GOLDIN G A. Affective pathways and representation in mathematical problem solving[J]. Mathematical Thinking and Learning, 2009(3):209-219.
[8]张卫,付文庭,史滋福.数学自我概念研究综述[J].数学教育学报,2015,24(3):60-62.
[9]全美数学教师理事会.美国学校数学教育的原则和标准[M].蔡金法,译.北京:人民教育出版社,2004:8-9.
[10]徐斌艳.德国高中数学教育标准的特点及启示[J].课程·教材·教法,2015,35(5):122-127.
[11]唐恒钧,张维忠,佘伟忠,等.中国、澳大利亚数学课程标准中的价值观念比较研究[J].比较教育研究,2018,40(3):18-25.
[12]金康彪,贾宇翔.韩国高中数学课程标准评介[J].数学教育学报,2013,22(10):42-46.
[13]全国中小学教师继续教育网组.2011年版义务教育课程标准解读(初中数学)[M].北京:中国轻工业出版社,2012:272-274.
[14]王妍,金福.中学数学教育中情感目标的分类与实施[J].数学教育学报,2003,12(1):83-85,89.
[15]课程教材研究所.20世纪中国中小学课程标准·教学大纲汇编(数学卷)[M].北京:人民教育出版社,2001:3-685.
[16]王建磐.中国数学教育:传统与现实(新版)[M].南京:江苏教育出版社,2017:131-136.
[17]代钦,松宫哲夫.数学教育史—文化视野下的中国数学教育[M].北京:北京师范大学出版社,2011:319-327.
[18]龙安邦,余文森.我国基础教育课程改革与发展70年[J].课程·教材·教法,2019,39(2):11-18.