摘要
自新课程改革以来,关于"数学教育生活化"的争论就不绝于耳。别的学科教育生活化尽管也存在一些问题,但都没有数学教育领域的争论如此激烈。这说明"数学教育生活化"的问题与数学学科的性质具有根本关联。要阐明"数学教育生活化"引发的争议,需要从数学教育哲学视角进行深入分析。从数学教育哲学的视角看,无论在本体论、目的论还是方法论方面,"数学教育生活化"的观点都存在一定偏颇。"数学教育生活化"主要关注"横向数学化",属于数学认识的初级阶段。基于数学学科的特性,"纵向数学化"在数学教育中具有更加重要的价值。因此,数学教育不应简单地走向"生活化",而应该走向"数学化"。
There have been hot debates on "life-oriented mathematics education" since the new curricu- lum reform. There are some life-oriented problems in other disciplines, but there are not so many debates as mathematics education. This indieates that these issues of "life-oriented mathematics education" are fundamentally related to the unique characteristics of mathematics. We should deeply analyze these debates from mathematics education philosophy. There are problems in ontology, teleology and methodology of "life-oriented mathematics education" from perspective of mathematics education philosophy. "life-oriented mathematics education" pays more attention to horizontal mathematization; it is only the primary phase of mathematization. Based on the unique characteristics of mathematics, more importance should be attached to the vertical mathematization. Therefore, mathematics education should be "mathematization", but not "life-oriented".
出处
《教育学报》
CSSCI
北大核心
2017年第3期41-47,共7页
Journal of Educational Studies
基金
北京市社会科学基金一般项目<北京市U-D合作教师脱产培训有效性提升研究>(项目编号:15JDJYB008)的阶段性成果
关键词
数学教育哲学
数学教育生活化
数学化
mathematics education philosophy
life-oriented mathematics education
mathematization