| 中国数学双基教学理论框架 |
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| 引用本文： | 张奠宙.中国数学双基教学理论框架[J].数学教育学报,2006,15(3):1-3. |
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| 作者姓名： | 张奠宙 |
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| 作者单位： | 华东师范大学,数学系,上海,200062 |
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| 摘 要： | 中国数学教育以“双基教学”为主要特征.中国双基数学教学,是关于如何在“双基”基础上谋求学生发展的教学理论.双基数学教学的理论特征有4个方面:记忆通向理解,速度赢得效率,严谨形成理性和重复依靠变式.中国的数学双基教学在纵向上分为3个层次:双基基桩建设,双基模块教学和双基平台教学.
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| 关 键 词： | 数学教育 双基教学 教育理念 |
| 文章编号： | 1004-9894（2006）03-0001-03 |
| 收稿时间： | 2006-03-22 |
| 修稿时间： | 2006年3月22日 |
Theoretical Frame of the "Two Basics" Mathematics Teaching Approach |
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| ZHANG Dian-zhou.Theoretical Frame of the "Two Basics" Mathematics Teaching Approach[J].Journal of Mathematics Education,2006,15(3):1-3. |
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| Authors: | ZHANG Dian-zhou |
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| Institution: | Department of Mathematics, East China Normal University, Shanghai 200062, China |
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| Abstract: | This paper was a summarizing of a research on Two Basics Mathematics Teaching Approach(TBMTA).TBMTA has its culture background: rice farming,Confucianism,examination,textual research;and educational culture.The authors pointed out that the four characteristics of TBMTA were: operation speed won efficiency;memorization lead to understanding;logical expression keep accuracy;and reputation depended variations.In addition,TBMTA has three stages: TB pile stage,TB chunk stage and TB platform stage.In particular,the more important TB chunk was consists of three dimensions: 1.Basic knowledge was connected as a chain.2.Then the chain span as a plane with problem variations.3.Finally,the mathematical thinking methods raised this plane into a solid TB chunk. |
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| Keywords: | mathematics education two basics teaching education reason |
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