摘要
从我国民族地区数学课程教材改革、双语教学、学生数学学习心理研究、跨文化数学教育理论研究与方法等方面综述了我国近20年来跨文化数学教育研究取得的成就。目前,对我国少数民族学生数学学习心理研究已达到较高水准,数学课堂的跨文化教育实验研究——中小学"数学情境与提出问题"教学实验颇具中国特色并在实践层面产生重要影响。进一步还需研究构建符合少数民族学生思维特点的数学课程体系,编写民族文字数学教材,加强少数民族双语数学教学研究与高素质双语教师队伍建设。
This thesis is literature review of the studies on and achievements in cross-cultural mathematics education in China over the past 20 years,with a focus on the reform of mathematics curriculum textbooks,bilingual education,psychology of mathematics learning,as well as theoretical research and research methodology on cross-cultural mathematics education in ethnic regions of China.At present,psychological studies of mathematics learning of minority students has reached a higher level.Classroom research into intercultural educational experiment——＂Mathematics situations and posing problems＂——has developed to a fairly high level with its Chinese characteristics,and is exerting an important impact on practice.The areas to be further studies include：constructing mathematics curriculum system accommodate to the thinking characteristics of minority students,developing mathematics teaching material in ethnical language,bilingual mathematics teaching and training high-quality bilingual teachers as well.
出处
《当代教育与文化》
2011年第3期66-70,共5页
Contemporary Education and Culture
基金
2010年教育部人文社会科学研究规划基金项目"多元文化数学课程的理论与实践研究"(10YJA880179)
关键词
跨文化数学教育
数学课程
数学教材
数学课堂
数学学习
cross-cultural mathematics education
mathematics curriculum
mathematics textbooks
mathematics classroom
mathematics learning
