摘要
受欧美,尤其是美国数学教育倡导融合主义主张的影响,20世纪20年代我国编写的初中混合数学教科书数形结合,各科知识前后衔接关联自然。但由于编写过程中打乱了学科知识本身的系统性,对数学的"整体性"考虑不够,勉强把几种知识混合为一体,学生难以学到系统的知识,再加之师资水平有限,编写队伍不够成熟,以及当时毕业会考的影响等原因,混合数学教科书以失败而告终,但这次实验对当时及后来我国中学数学教学产生了深远的影响。
Influenced by the European countries and the USA,especially by the fusionism advocated in math education in USA,in 1920s,the mixed math textbooks for middle schools in China was characterized by the combination of number and shape and the natural connection of the knowledge of different subjects.Nevertheless,as the content knowledge wasn＇t organized in a systematic way in the compiling process and the ＂wholeness＂ of math was not sufficiently taken into consideration,which led to an inadequate mixture of several kinds of knowledge,students could hardly master systematic knowledge.Coupled with the relatively low teacher quality,premature compiling teams and the influence of graduation examination,the implementation of mixed math textbook ended in failure.However,it brought profound influences on China＇s math instruction in middle schools then and thereafter.
出处
《教育学报》
CSSCI
北大核心
2010年第2期48-53,共6页
Journal of Educational Studies
关键词
混合数学
教科书
编写
mixed math
textbook
compilation
