指向核心素养培育的小学数学教材分析与使用——基于教材假设学习路径的视角

Analysis and Utilization of Elementary Mathematics Textbooks Aimed at Cultivating Core Competencies:A Perspective Based on Hypothetical Learning Trajectory in Textbooks

当前小学数学教师教材分析中存在核心素养缺失、缺少学生学习视角以及内容单一与片面等问题,转变教材分析观、形成分析教材中指向核心素养的假设学习路径的理路势在必行。学习路径指通过系列学习活动达到学习目标的轨迹,任何教材都内隐地包含学习路径。分析教材即是将教材一个单元的一般性的假设学习路径外显化,步骤包括:阅读并完成教材自然单元呈现的材料与问题,运用教材分析框架划分并描述单元主题内容的学习进阶、难点以及学习目标的行为表现,厘清核心课时之间的逻辑关系与学习任务序列。使用教材的关键是使用教材提供的学习支架设计具体课时的学习路径,步骤包括细化核心素养目标的行为表现、设计有高阶思维参与的学习活动以及设计可执行的教学环节。

Currently,the analysis of elementary mathematics textbooks faces issues such as a lack of core competencies,the deficiency of students'learning perspective,and often one-sided contents.It is imperative to shift the paradigm of textbook analysis and form a rationale for analyzing the hypothetical learning trajectory within textbooks that aim at core competencies.A learning trajectory refers to the pathway achieved by a series of learning activities aimed at reaching learning goals;every textbook inherently includes such pathways.Analyzing a textbook means externalizing the general hypothetical learning trajectory of units,which involves reading and completing the materials and questions presented by the natural units of the textbook,using an analytical framework of textbooks to delineate and describe the learning progression,challenges,and behavioral manifestations of learning objectives within the unit's theme content,and clarifying the logical relations and sequences of learning tasks within major lessons.The crux of utilizing a textbook lies in designing specific lesson period learning trajectory by using the learning scaffolding provided by the textbook.This includes refining the behavioral manifestations of core competencies,designing learning activities that involve higher-order thinking,and creating feasible instructional learning segments.