中小学数学文化传播中的理想课堂教学样态构建

从个体数学知识体系构建和数学价值观形成的微观层面考察数学文化传播的方式，构建中小学数学文化传播和渗透的理想课堂教学样态，是研究的主要目标。首先，从内在逻辑上，论证数学文化融入课堂教学活动并非学习者个体的学习和教师传授静态数学文化知识的过程，其理论和实践基础在于数学哲学、数学教育哲学层面，社会建构主义知识观和学习观指导下课堂教学本质是，师生主体间协商如何促进和帮助学生将客观数学知识内化、重构成为个体的主观数学知识的实践过程。其次，外在支撑上，教师数学文化素养是培养学生数学文化素养的先决条件；数学课堂文化是师生对教学内容及意义构建的互动和协商中，培养学生数学价值观，渗透与传播数学文化的重要环境因素。基于教师数学文化素养特征和内涵、数学课堂文化创设路径与原则，构建数学文化传播的理想课堂教学实践形式，是探讨数学文化价值促进青少年学生数学价值观的形成，实现数学文化在青少年中广泛传播有效形式的新探索。

The main goal of this project is to construct the ideal classroom teaching pattern of mathematical culture transmission and penetration in primary and secondary schools, from investigating the way of mathematical culture transmission and the microscopic level of the construction of individual mathematical knowledge systems and the formation of mathematical values. Internally, we demonstrated that the integration of mathematical culture into classroom teaching activities is not the process of individual learning and the teacher imparts static knowledge of mathematical culture, but practical progress of how to promote and help students internalize the objective mathematical knowledge and reconstruct it into individual subjective mathematical knowledge through inter-subjective negotiation between teachers and students. Its theoretical and practical basis is based on the philosophy of mathematics, the philosophy of mathematics education, and the knowledge view and learning view of social constructivism. Externally, teachers' mathematical cultural literacy is the prerequisite for cultivating students' mathematical cultural literacy. The culture of mathematics classrooms is an important environmental factor that promotes students' mathematics values and permeates and spreads mathematics culture during the interaction and negotiation between teachers and students on the construction of teaching content and meaning. Based on the characteristics and connotations of teachers' mathematical cultural accomplishment and the creative path and principle of mathematical classroom culture, constructing the ideal classroom teaching practice form of mathematical culture communication is a new exploration to know the value of mathematical culture to promote the formation of teenagers' mathematical values and realize the more effective form of mathematical culture spreading widely among teenagers.