【作者】 汪航；

【导师】 吴庆麟；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2001， 硕士

【摘要】 在素质教育思想提出前后，我国数学教育工作者对数学思维、数学素质现象及培养进行了探索。国内学者的上述研究揭示了数学思维过程在数学素质中的核心地位，但是对数学素质的获得机制涉及较少，这使得教师在选择具体教学对策时仍经验性大于理论性。与此同时，国外学者吸收了心理学传统理论的合理成分，以现代认知心理学为基础对数学学习与问题解决过程做了深入探讨。其中Schoenfeld、Goldin、De Corte等人分别从不同角度，探讨了数学学习与问题解决的内部机制。这些学者的研究与数学素质研究密切相关，是对当前数学素质教育理论的有力补充。 在这一理论背景下，研究者从新的知识观、能力观出发，分析了原有数学素质理论面临的困境以及造成这种困境的理论根源。提出要通过数学专长获得来培养数学素质，吸取了前人尤其是De Corte关于数学素养的理论思想，从数学素质的获得机制提出了数学素质的认知构成的三维理论框架。认为数学素质可以从成分维度、水平维度和表现维度三个方面来认识，每种维度都有不同的构成元素。同时认为数学素质是一个综合的整体，数学素质的认知构成体系中的各元素之间是相互作用的。 为了验证上述思想的可行性，研究者通过访谈、问卷、个案等研究方法在部分中小学中开展了经验研究。研究表明，素质教育在数学方面应体现在日常教学中，推动数学方面的素质教育要在提高教学水平上做文章；要根据数学素质的构成成分合理选择适当的教学形式，根据学生数学学习与问题解决过程开展有针对性的课堂教学；要科学地开展教师培训，帮助老师作出有见地的决策而不是简单训练具体的教学行为；要积极推动教学测评的改革，努力探索适合数学素质教育的测评新形式。更多还原

【Abstract】 During the development of the Literacy Education concept, Many Chinese mathematical teachers and researchers have probed the phenomena of mathematical thinking or mathematical literacy, and tried to discover how to foster it. These works prove that the process of mathematical thinking is the core of mathematical literacy. But few educators concentrated on the internal mechanism of mathematical literacy’s acquiring. This caused that the specific instructional countermeasure teachers selected was based more on experience than on theory. However, many foreign researchers have deeply unveiled the process of mathematics learning and problem solving, according to theories of contemporary cognitive psychology. For example, Schoenfeld, Goldin, and De Corte analyzed mechanism of mathematics learning and problem solving, respectively. These researches are closely related to mathematical literacy, and will reinforce our theories.The author discussed the dilemma of current theories of mathematical literacy and analyzed its theoretical causes. According to the development of views of knowledge and ability, the author suggests we can foster mathematical literacy by acquiring mathematical expertise. From De Corte’s perceptive of mathematical disposition, a 3-dimensioned frame of the cognitive organization of mathematical literacy was proposed. The frame includes dimensions of component, level and performance, and each of dimensions also consists of many elements. Furthermore, the author emphasizes the interaction among the elements, because mathematical literacy is a comprehensive system.To test the feasibility of the frame, the author conducted some empirical researches by the methods of interview, questionnaire and case study. The results implied that (1) mathematical literacy education should derive from everyday classroom; (2) selecting appreciate form of instruction should be in light of components of mathematical literacy’s cognitive organization; (3) scientific teacher training should help teachers to make informed decisions rather than train them to perform in a specified way; (4) assessment should be reformed to adapt mathematical literacy education.更多还原