小学数学文化深度学习的教学结构探析——以“乘法分配律”为例

Discussion on the Teaching Structure of Primary Mathematics Deep Learning Based on Mathematics Culture--Taking "Multiplication Distribution Law" as an Example

数学文化与深度学习的理念存在内在关联,深度学习具有高阶认知、情境迁移、问题解决、反思批判和创造思维等典型特征,数学文化是学生生成深度学习的良好载体。基于数学文化的小学数学深度学习教学结构的资源开发应充分利用显性文化素材和深度挖掘隐性文化素材,包括对数学知识间的关联与拓展、对数学精神和思想方法等文化内核的体悟。小学数学文化深度学习的教学结构一般包括四个模块:通过解决现实情境问题发现某个数学规律,为深度学习做准备;通过数学化过程,深入研究和认知数学新知;通过问题解决的思维拓展,深化数学学习;落脚于显性和隐性,凝炼数学文化的一体性。学生的主体性和价值感的充分展现,既是数学文化内环境得以有效营造的表现,也是深度学习有效发生的内驱力。

Mathematics culture is intrinsically related to the concept of deep learning.Higher-order cognition,context transfer,problem solving,criticism and creative thinking with subjective reflection are typical characteristics of deep learning.Mathematical culture is a good carrier for deep learning.The development of teaching resources for primary mathematics deep learning based on mathematics culture should not only make full use of explicit cultural materials,but also deeply explore hidden cultural materials,including the correlation and expansion of mathematical knowledge,and the understanding of the cultural core of mathematics spirit,thoughts and methods,etc.The teaching structure of primary mathematics deep learning based on mathematics culture generally includes four modules:discovering a certain mathematical law by solving real situation problems and preparing for deep learning;in-depth studying and cognizing the new knowledge of mathematics through the process of mathematization;deepening mathematics learning through the thinking expansion of problem-solving;and integrating the explicit and implicit mathematical culture.The full display of students'subjectivity and sense of value is not only a manifestation of the effective creation of the internal environment of mathematics culture,but also the internal driving force and effectiveness of deep learning.