地域性课程资源开发利用中的教师智慧——基于小学数学典型案例的个案分析

Teacher Wisdom in the Development of Regionalism Curriculum Resources——Based on Case Analysis of Primary Mathematics Typical Cases

数学课程实施不仅需要常规的数学课程资源,也需要大量的地域性课程资源,特别是,包含丰富数学内涵的地域性课程资源.运用典型案例分析法,对内蒙古一所小学六年级"几何图形的认识"典型案例进行分析,揭示教师有效利用地域性课程资源的设计、利用的真实过程,凸显其中的教师智慧.研究表明:蒙古族地区大量的地域性课程资源,完全可以开发和有效利用于小学数学课堂之中.其中,不仅需要教师智慧开发、适时利用,旨在启迪学生终生受用的智慧,而且,需要教师拥有良好的数学抽象能力、概括能力和模型意识,以及良好的课堂教学智慧及"读懂学生"的本领.只有这样,才能在数学课程实施中,启迪学生智慧与传承民族文化并举,实现师生的共同发展.

Mathematics curriculum implementation not only needs mathematical curriculum resources,but also needs abundant regionalism curriculum resources,which especially include plenty of mathematical nature.Based on the typical case analysis of grade 6’s "knowing of geometry" in one school of Inner Mongolia,the text analyzed the effective process of teachers’ use of regionalism curriculum resources,in order to further uncover teacher wisdom therein.We find that:vast regionalism curriculum resources in the area of the Mongol nationality can be exploited absolutely and can be used in primary mathematics class effectively.Teachers not only need to exploit them intelligently and use them duly,but also need good capabilities of mathematical abstraction and generalization,modeling awareness,good teaching tact,and abilities of understanding students.In this way,we can enlighten students’ intelligence,inherit national culture and realize teachers and students’ common development through the mathematics curriculum implementation.