《义务教育数学课程标准(2022年版)》教学活动标准解读

Interpretation of the Teaching Activity Standards of the Mathematics Curriculum Standards for Compulsory Education(2022 Edition)

《义务教育数学课程标准(2022年版)》给出了“教学活动标准”,明确规定了数学教学活动,对数学教学活动进行方向引领和行动规范。教学活动标准包括教学理念、教学提示、教学建议和教学案例。研究认为,教学活动标准通过教学理念、教学提示、教学建议和教学案例等多层次的规定与指导,从“向什么方向做”“做什么”“怎么做”“用什么做”等方面,为数学教学提供了可操作的教学方式方法和规范的教学策略。数学教学活动是数学核心素养生成的主要路径。《义务教育数学课程标准(2022年版)》在数学教学活动上的特色就是强调“数学学科实践”,促进数学课程对于核心素养培育的价值实现。实施素养导向的数学课堂教学,需要制定核心素养目标、注重素养层次表现;营造课堂情境脉络,激活数学学习需求;明确学习任务主线,引导探究发展新知;设计多重表征,促进表征转化;提供实践机会,助推深度理解;评价融入教学,实现以评促学。

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition) gives the "Teaching Activity Standards", which clearly stipulates the mathematics teaching activities,and guides the direction and action norms for mathematics teaching activities. Teaching activity standards include teaching philosophy, teaching tips, teaching suggestions and teaching cases. The study believes that the teaching activity standards provide workable teaching methods and standardized teaching strategies for mathematics teaching through multi-level regulations and guidance such as teaching concepts, teaching tips, teaching suggestions and teaching cases, from the perspectives of "what direction to be", "what to do", "how to do" and "what to use".Mathematics teaching activities are the main path for the generation of mathematical core literacy. The most prominent feature of the Mathematics Curriculum Standards for Compulsory Education(2022 Edition)in mathematics teaching activities is to emphasize "mathematical discipline practice" and promote the realization of the value of mathematics curriculum for the cultivation of core literacy. The implementation of literacy-oriented mathematics classroom teaching requires six aspects of work, that is, formulating core literacy goals and paying attention to literacy level performance, creating contextual context in the classroom and activating the needs of mathematical learning, clarifying the main line of learning tasks and guiding the development of new knowledge through inquiry, design multiple characterizations to facilitate characterization conversion;provide practical opportunities to promote deep understanding and integrating evaluation into teaching, which is realized to promote learning.