关于中国数学课程传统的分析与思考——以小学数学为例

Thoughts on What Traditional Features of the Chinese Mathematics Curriculum Are

如何处理继承与发展的关系问题是数学课程改革面临的一个重要问题.对中国现代数学课程的历史进行回顾与反思,这一时期中国数学课程的发展演进分为稳定期（1902—1952）、转折期（1952—1983）、改革期（1983—）3个阶段.现代中国数学课程具有关注现实、关注儿童、关注归纳、关注计算的传统.＂舶来品＂与中国数学课程之间的关系,传统如何与时俱进,从＂传统＂出发评价新课程时应当注意的问题,等等,都是应关注的课题.

Abstract： How to deal with the relations between inheritance and development issues is an important issue for the reform of the mathematics curriculum. Depending on a historical reviewing and reflection to the Chinese modem mathematics curriculum, the paper issues a new period division in the history of Chinese mathematics curriculum development. They are three stages of stability period （1902-1952）, turn period （1952-1983） and reform period （1983-）. By the way of examples, the paper focused on analysis the features of stability period and turn period. And reaches the conclusions that concern reality, concern children, concern the methodology of induction and concern calculation should be the traditional features of Chinese mathematics curriculum has. The paper also intestates the relations between ＂imported products＂ and Chinese own mathematics curriculum traditions, and how the traditions keep pace with the times, and how to evaluate the new mathematics curriculum from a traditional point of view, and SO on.