摘要
小学数学教学在探究活动中经常会遇到数学内容的形式性与数学发现的经验性之间的矛盾问题，已有研究囿于教育学的视界，缺少数学哲学角度的反思，因而对这一问题的思考不够深入细致。而只有在数学哲学和数学教育双重视角的观照下，对小学数学探究教学的认识才会更为完整、深入，对小学数学探究教学的驾驭才能游刃有余、从容不迫。
We are often faced with the contradiction between the form of math content and the experience of math discovery in primary mathematics inquiry instruction. And the existing studies on this problem are often confined to the area of pedagogy, lacking the philosophical reflection and in- depth thinking. Only from the visions of both philosophy as well as pedagogy of mathematics, can the study on inquiry instruction of primary mathematics be more comprehensive and in-depth, which will help the teachers to improve their teaching practice.
出处
《课程．教材．教法》
CSSCI
北大核心
2012年第9期101-105,共5页
Curriculum，Teaching Material and Method
基金
北京市哲学社会科学规划青年项目“教学诊断对北京市中小学教师专业成长的作用及实践策略研究”(12JYC022)的阶段性成果之一
关键词
探究教学
理性主义
经验主义
inquiry instruction
rationalism
empiricism
