教科书能否落实人文情怀——来自北师版数学教科书的定量考察

Can Mathematics textbooks implement humanistic feelings:a quantitative study of humanistic feelings in textbooks

人文情怀是《中国学生发展核心素养》18个要点之一。教科书能否承载其落实之要务?基于人文情怀的发展机制,构建分析框架与指标体系,定量刻画人文情怀在教科书中的呈现效果,可以直观回应这一问题。以北师版小学数学教科书为例,定量分析发现:数学教科书能够落实物化人文情怀,但现行北师版小学数学教科书中人文情怀的呈现效果一般,渗透性弱(多为I级的感受水平呈现);人文情怀的物化源自数学知识技能内容精心设计下的无意识兼顾,并非“刻意”设计。人文情怀渗透是小学课程的内在需求,在不影响学科素养养成的前提下,现行小学教科书应拓宽人文情怀的内容,丰富其载体形式,同时,按学年特点和内容领域特点进行科学规划与理性落实。

Humanity feelings is one of the 18 key points of"The Core Quality of Chinese Students′Development".Whether mathematics can bear the important task of its implementation?This paper quantitatively analysis the types and effects of thehumanity feelings existing in mathematics textbooks that published by Beijing Normal University Press.Study shows:mathematics textbooks can present humanistic feelings,butthe effect of presentation ofhumanistic feelings is poorin the latest revised primary mathematictextbook that published by Beijing Normal University Press.The presentation of humanistic feelings originates from the unconscious consideration under the elaborate design the content of mathematical knowledge and skills,which is not"deliberate"design.It is the inherent demand of mathematics curriculum to present the humanistic feelings.It is suggested that mathematics textbooks should widening the content and enriching their carrier forms on the basis of not affecting the internal development of math.And it is the key measure to scientific plan and rational implement the humanistic feelings according to the academic year and content field in the current mathematics textbooks.