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本文试图整合建构主义与我国的数学课程改革而提出“中国的建构主义数学教学”的概念,它是从建构主义的角度对当前数学课程改革教学的一种数学课程概念重建,也是对当前国际数学教育中强调理论与实践的结合的一个回应。作者通过对激进建构主义与社会建构主义在数学教育中的历史回顾,肯定了这两种分类的可行性,进一步对中美数学课程标准中的三个相似理念进行了建构主义分析,并提出如果将建构主义理论与建构主义实践作为两个不同的概念来区分,可能会更好地理解数学课程改革中出现的争议问题。如果建构主义理论被理解为西方文化的移植品,那么建构主义实践可以视为东西方文化冲突和融合的平衡点。中国的建构主义数学教学应该是在过去传统教学基础上吸收了可接受的建构主义理念的中国式教学。
This article tries to integrate constructivism with the reform of mathematics curriculum in our country and put forward the concept of “mathematics teaching in Chinese constructivism”. It is a mathematical reconstruction of mathematics curriculum reform from the perspective of constructivism, International mathematics education emphasizes the combination of theory and practice of a response. By reviewing the history of radical constructivism and social constructivism in mathematics education, the author affirmed the feasibility of these two categories and further analyzed the constructivism of three similar concepts in the course standard of mathematics in China and the United States. Differentiating the constructivist and constructivist practices as two distinct concepts may provide a better understanding of the controversial issues that arose in the mathematics curriculum reform. If constructivist theory is understood as a transplant of Western culture, then constructivist practice can be seen as a balance between East-West cultural conflicts and convergence. China’s Constructivism Teaching of Mathematics should be a Chinese-style teaching that has accepted the concept of acceptable constructivism based on the traditional teaching of the past.