摘要
当前对于数学素质的认识有多种理解,从数学教育心理学历史发展来看,这些认识有其历史渊源,即可以看作是基于行为连接观、认知建构(个体)观和社会建构观。新理论对原有理论从来都是一种继承关系,而不是一种替代关系。实践中的“怀旧”和研究上的“追新”实际上割裂了理论的历史联系。就理论的历史逻辑来看,无论用什么时期的视角来理解和实践“数学素质”都有其合理性,关键在于不同的理论适用于不同的教学目标和内容。
There are many comprehensions of mathematic SUZHI. From a viewpoint of the history of psychology of mathematical education, all conceptions have their history origins, i.e. based on behavior-connected theory, cognitive (individual) constructivism, and social constructivism. New theory does not replace but succeeds to original theory. Reminiscence in practice and sensationalism in research break up the history relation of the theories. From the logic of history, it is reasonable that we comprehend and practice the mathematic literacy with any theory that has the different tradition. The sticking point is that different theory must be used in different aim and teaching material.
出处
《石家庄师范专科学校学报》
2004年第3期75-79,共5页
Journal of Shijiazhuang Teachers College
基金
全国教育科学十五规划教育部重点课题(DBA010176)
