教师数学文化素养的内涵与特征分析——基于数学文化课例的解读

Analysis of the Connotation and Characteristics of Teachers’ Mathematical Culture Literacy——Based on Mathematics Culture Lessons

教师数学文化素养是培养学生数学文化素养的先决条件,是数学教师专业发展的基本要求,更是直接影响数学文化渗透课堂效益的重要因素.研究借助数学文化课例对教师数学文化素养内涵及特征进行分析,指出教师数学文化素养是基于教师自身数学文化知识经验,在践行数学文化教学的过程中,不断形成和完善的一种关于数学文化知识、数学文化技能、数学文化情意的综合性品质.教师数学文化素养具有长期稳定性、发展阶段性、实践生成性和综合复杂性的4个基本特征.

Teachers’ mathematical culture literacy was a prerequisite for cultivating students’ mathematical culture literacy. It was also the basic requirement for the professional development of mathematics teachers and an important factor that directly affects the final effect of mathematics culture infiltration. This paper analyzed the connotation and characteristics of teachers’ mathematical culture literacy by means of mathematical culture lesson. It pointed out that teachers’ mathematical culture literacy was based on teachers’ own mathematical culture knowledge experience. It was a kind of comprehensive quality, Generated from practicing mathematical culture teaching, that involved mathematical culture knowledge, mathematical culture skills, and mathematical culture sentiments. In addition, teachers’ mathematical culture literacy had four basic characteristics being talked in the paper. They were respectively keeping constant, developing stage by stage, generated by practice and comprehensive complexity.