师范生数学情感素养的概念化认知

Conceptual Cognition of Mathematics Emotional Literacy of Normal School Students

数学情感素养是数学素养中非智力因素的概括和统称,也是核心素养观下共同关注的热点.在对国内关于数学情感素养概念的诸多观点分析的基础上,采用"概念=种差+邻近属概念+外延"的逻辑学定义法,将师范生数学情感素养概念定义为:高师数学专业学生在数学学习活动中形成的、相对稳定的、与师范生培养相适应的积极性心理特征,结合开放式问卷、结构访谈法,拟定了数学道德情感、数学理智情感、数学审美情感3个一级指标、22个二级指标的师范生数学情感素养指标体系.

Mathematical emotional literacy is the general term of non-intellectual factors in mathematical literacy.It is also the focus of common concern under the concept of core literacy.Analyze the domestic point views of mathematics emotional literacy concept,and use the logic definition method that the concept is equal to the differentia,neighboring concept definition and logic definition method of extension.Define the concept of students’mathematics emotion literacy as students of mathematics in normal universities formed in mathematics learning activity,relatively stable,and appropriate to the enthusiasm of students to cultivate psychological characteristics.Combined with open questionnaire and structured interview,the paper draw up the index system of mathematical emotion literacy for normal university mathematical students,which is composed of three primary indexes and 22 secondary indexes.The three of primary indexes are mathematical moral emotion,mathematical rational emotion and mathematical aesthetic emotion.