摘要
培养学生的高层次数学认知能力已成为国内外数学教育研究的热点,而教材例题、习题则为培养学生的高层次认知能力提供了机会与途径。本研究从认知机会视角出发,对比分析中国与新加坡两国初中数学教材例题及习题的数量、18种理解表现的占比、认知复杂性和认知水平。经过比较发现,中国教材例题及习题数量偏少、批判性与创造性思维训练题型有所缺失、对数学问题解决能力的重视不够、例题及习题认知复杂性和认知水平跨度大。因此,我国在今后的初中数学教材建设中应注重以下方面:(1)适度增加例题和习题数量;(2)强化批判性、创造性思维的训练;(3)加强培养学生解决数学问题的能力;(4)合理设置例题与习题的认知复杂性和水平跨度。
Training students high-level mathematical cognitive ability has become a hot topic in mathematics education research both in and out of China.Textbook example exercises are the main sources that provides opportunities to improve the students cognitive level.From the perspective of cognitive opportunity,this study made a comparison among the number of example exercises,frequency of understanding performance,cognitive complexity and cognitive level in the eighth-grade math textbooks in China and Singapore.Through the comparison,it is found that the number of example exercises in Chinese textbooks is relatively smaller,exercises at the level of“criticism and creation”are lacking,exercises with little importance attached to the improvement of students mathematical problem solving ability,and the unreasonably large span of cognitive complexity and cognitive level of example exercises.The following aspects need to be considered to revise textbooks in the future:moderately increasing the number of example exercises,adding exercises which are designed to train students critical and creative thinking,strengthening students ability to solve mathematical problems,and reasonably distributing the number of exercises with various cognitive complexity and cognitive level.
作者
杨新荣
刘传珍
YANG Xinrong;LIU Chuanzhen(College of Teacher Education,Southwest University,Chongqing 400715,China)
出处
《教师教育学报》
2021年第2期76-83,共8页
Journal of Teacher Education
基金
重庆市高等教育教学改革研究项目“‘数学教育专业英语’课程体系与教学内容的研究与实践”(133133),负责人:杨新荣。
关键词
初中数学教材
认知机会
理解表现
认知复杂性
认知水平
junior secondary school mathematics textbooks
cognitive opportunity
understanding performance
cognitive complexity
cognitive level
