中国数学问题提出能力培养的发展路径与启示

The Development Path and Enlightenment of the Mathematical Problem-Posing Ability Training in China

当下中国基础教育正值深化改革之际,培养创新型人才不可空言无补,从学科入手,从基础抓起,培养学生问题提出能力是关键.分析20世纪以来中小学数学课程纲领性文件,得出中国培养学生问题提出能力的发展路径分为3个阶段:1902—1977年教学方法层面的酝酿萌生期,1978—2000年目标驱动之下的初步探索期,2001—2018年自上而下式统筹的稳步发展期.结合研究结果,得出培养学生问题提出能力的基本经验与启示有:保护低龄儿童提问意识,逐步推进提问能力发展;创设多样提问教学情境,运用策略揭示提问过程;深度剖析提问思维本质,推进问题提出评价研究.

At the moment when China’s basic education is deepening its reform,the cultivation of innovative talents cannot be empty words.Starting from the subject and the basics,it is the key to cultivate students’problem-posing ability.By analyzing the programmatic documents of mathematics curriculum in primary and secondary schools since the 20th century,it is concluded that the development path of cultivating students’problem-posing ability in China is divided into three stages:the gestation period of teaching methods from 1902 to 1977,the goal-driven initial exploration period from 1978 to 2000,and the steady development period of top-down overall planning from 2001 to 2018.Combined with the research results,the basic experience and enlightenment of cultivating students’problem-posing ability are drawn as follows:protecting the awareness of young children’s problem-posing,and gradually promoting the development of problem-posing ability;creating a variety of problem-posing teaching situations,and using strategies to reveal the problem-posing process;deeply analyzing the nature of problem-posing thinking to promote the research on problem-posing evaluation.