小学生量感培养的现实困境与纾解

Real-life Dilemma and Relief of Elementary School Students' Sense of Quantity Development

量感作为《义务教育数学课程标准(2022年版)》数学核心素养小学阶段的基本表现之一,其区别于数感,是培养学生抽象能力、数学眼光乃至数学核心素养的经验基础。然而当前小学数学教材量感内容编排呈点状式分布,教学缺乏学生体验,评价方式单一固化,以及师生自身量感意识欠缺等因素都抑制了学生量感的培养。因此,教师应以学生主体亲历为着眼点、以单元整体教学为基本形式、以具身情境为基本场域、以主题活动学生表现为评价指标、以教师专业发展为行动支撑,帮助学生形成清晰的计量单位知识体系,促进学生量感素养的系统性与持久性。

As one of the basic manifestations of mathematical core literacy at the elementary level in the Compulsory Education Mathematics Curriculum Standards(2022 Edition),quantity sense is distinguished from number sense and is the empirical basis for developing students􀆳abstraction ability,mathematical vision and even mathematical core literacy.However,the current arrangement of quantitative content in elementary school mathematics textbooks is distributed in a dotted pattern,the teaching lacks student experience,the assessment method is single and solid,and teachers and students lack own awareness of quantitative sense,which inhibits the cultivation of students'quantitative sense.Therefore,teachers should help students form a clear knowledge system of measurement units by focusing on students personal experiences,using unit teaching as a basic form,using concrete situations as a basic field,using thematic activities as evaluation indicators,and using teachers'professional development as an action support,so as to contribute to the systemic and lasting nature of students'quantitative literacy.