中国小学数学“问题提出”教学的研究与实践——基于《小学数学教师》和《小学教学》(数学版)中“问题提出”文章的分析

A Survey of the Current Status of Teaching through Problem Posing in Elementary School Mathematics Classrooms:An Analysis of Problem-Posing-Related Articles Published in Two Elementary Mathematics Teaching Journals

为明晰小学数学"问题提出"教学现状,分析了在小学数学教学领域中有影响的《小学数学教师》和《小学教学》(数学版)两本教学期刊中有关"问题提出"的文章.近十年两本期刊共发表文章6104篇,但仅有102篇(约1.7%)涉及"问题提出".然而近十年"问题提出"文章的比例不断增加,2010—2016年间只有零星的"问题提出"文章发表,占比由0.59%增加到1.14%,2017—2020年占比由1.15%迅速增至5.50%.在102篇"问题提出"的文章中,约30%的文章探讨了"问题提出"的内涵、价值及功能;约70%的文章涉及"问题提出"教学案例,其中绝大部分与五、六年级的内容主题相关.超过一半的"问题提出"文章涉及数与代数、图形与几何领域,仅少部分涉及统计与概率、综合与实践领域.此外,"问题提出"任务使用了多样的问题情境.

To understand the current status of teaching through mathematical problem posing,we analyzed problem-posing articles published in two of the most popular mathematics teaching journals in the past decade:Elementary School Mathematics Teachers and Teaching in Elementary(Mathematics).In the two journals,there were a total of 6,104 articles published in the past decade.Of the 6,104 articles,only 102 articles(about 1.7%)involve problem posing.However,over the past decade,the proportion of the problem-posing articles has increased,from 0.59%in 2010 to 2.67%in 2018,5.79%in 2019,and 5.50%in 2020.Among the 102 problem-posing articles,about 70%of the articles involve problem-posing teaching cases,with the vast majority of such teaching cases related to fifth-and sixth-grade content topics.In addition,over one half of the problem-posing articles involve the numbers and algebra strand,with very few involving probability and statistics.