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创造力是推动数学发展的源动力。中小学生创造力培养正成为评价数学教育水平的重要指标之一。中国基础数学教育取得了国际公认的成绩,但如何提高学生的数学创造力却面临挑战。本文通过比较数学创造过程与数学学习过程,分析学生数学创造力的特征;以数学教育价值观、数学教育目标,数学学习环境为切入点,探讨如何在课堂教学中培养学生的数学创造力,并提出数学创造力进一步研究有价值的课题。
Abstract：Creativity is the driving force for the development of mathematics. Creativity cultivation for primary and secondary school students is becoming an important indicator for evaluating the level of mathematics education. Chinese mathematics education has been recognized internationally, but how to improve students' creativity in mathematics is facing enormous challenges. This paper analyzes the characteristics of students' mathematics creativity by comparing the process of mathematics creation and mathematics learning. In order to explore how to cultivate students' mathematical creativity in classrooms, the study reviewed recent literature, examined the values of mathematics education, the goal of mathematics education, and the environment of learning mathematics, and proposed some future research on mathematical creativity.
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(1)如教授解决真实情境中的数学问题曾被当成培养数学创造力的教育策略。然而有研究指出,情境并非越真实越好,真实、具体的情境反而不利于知识的学习和迁移(参见:谢明初,朱新明.认知心理学视角下的数学教育[J].数学教育学报,2007(1):12-16)。
基本信息:
中图分类号:G633.6
引用信息:
[1]谢明初,王尚志.数学创造力的特征、培养与研究展望[J].全球教育展望,2020,49(05):119-128.
基金信息:
广东省高水平大学重点学科建设项目“学习认知过程与创新能力培养研究”(项目编号:S80162)
2019-08-26
2019
2019-10-02
2020-04-07
2020
1
2020-05-10
2020-05-10