国外“数学问题提出教学法”研究:回顾与前瞻

Study on foreign "pedagogy for mathematical problem posing": review and prospect

国外“数学问题提出教学法”研究经历了萌芽、起步、发展与整合4个阶段,取得了丰硕的研究成果.从问题提出与教学整合的视角明确了“数学问题提出教学法”的内涵与教育价值,厘清了问题提出与问题解决之间的关系,以及师生角色与关系,确定了问题提出情境创设的基本原则等.“数学问题提出教学法”概念内涵从单一主体界定拓展到多视角理解,理论研究从对影响因素的分散关注走向作用机制探寻,教师素养从问题提出能力提升为导向转向兼顾实践理性,技术架构从工具的有效使用提升至工具理性,将是“数学问题提出教学法”研究的未来发展趋势.

Foreign research on the pedagogy for mathematical problem posing experienced four stages:germination,initiation,development and integration,and got fruitful achievements.From the perspective of the integration of problem posing and teaching,it was demonstrated the connotation and educational value of the pedagogy,clarified the relationship between problem posing and problem solving,the roles of teachers and students,and the relationship between teachers and students,determined the basic principles of creating problem posing situations,etc.The development trend of the research on the pedagogy for mathematical problem posing was considered as follows:defining the concept connotation from a single subject to the multiple perspectives,analyzing the theoretical research from the decentralized influencing factors to the mechanism of action,demonstrating the teacher′s literacy from improving problem-posing ability to combining with practical rationality,promoting the technical idea from the effective application of tools to the instrumental rationality.