论数学教学耦动理论的建构——兼谈数学教学研究的教育学取向

Construction of the Mathematical Teaching Coupling Interaction Theory——On Educational Orientation of a Research into Mathematical Teaching

数学教学理论建构的价值取向呈现多元化态势,数学教育学取向并不就是“ 教育学+数学”.数学教学耦动理论的建构需要综合运用问卷调查法、访谈法、实验法、思辨法、演绎法、层次研究法等多种研究方法,围绕“ 为什么教/学?教/学什么?怎样教/学?教/学得怎样” 等教学的基本问题,以教学耦动观为逻辑起点.数学教学耦动理论可概括为:一种观点,二大目的,三项内容,四个层次,五个环节,六项指标.

As the construction of mathematical teaching theory had presented a many-faceted tendency nowadays, educational orientation could no longer be simply regarded as the combination of education and teaching. This paper synthetically adopts various methods, such as questionnaire for investigation, interview, teaching experiment, administrative level research, speculation and discussing, deduction, hierarchical research and so on. Mainly based on the four question “why, what and how to teach or learn, how was the effect of teaching or learning”, logically following the conception of teaching coupling interaction, the paper constructs the theory of mathematical teaching coupling interaction, that was, one conception, two purposes, three contents, four levels, five links and six quotas.