摘要
生活数学教材中的“综合与实践”板块是培智数学教学中最具启发性和探究性的教学内容,在促进学生知识建构与能力提升方面具有独特价值。但长期以来,该板块的教学效果整体欠佳。本研究基于情境取向教学能力理论,采用质性研究方法,从专业性向、情境技能、行为转化三个维度对培智学校生活数学科目中“综合与实践”板块的教学困境进行分析,指出其背后受到工具性知识观、传统课程观与缺陷取向残疾观的三重制约。在此基础上,建议教师培养应强调数学学科素养与情境技能并重,教师在教学中应积极推进国家课程校本化落地,落实“以生为本”的育人理念。
The Comprehensive and Practical Activities section in life mathematics textbooks represents the most inspiring,inquiry-based,and student-centered component of mathematics teaching at schools for students with intellectual disabilities.It plays a unique role in fostering students’knowledge construction and ability development.However,its overall implementation has long remained unsatisfactory.Based on the Situation-Specific Teaching Competence Theory,this study employs a qualitative research method to analyze the teaching dilemmas of life mathematics Comprehensive and Practical Activities from three dimensions:professional disposition,situational skills,and behavioral transformation.The findings reveal that these difficulties are rooted in three underlying constraints-an instrumental view of knowledge,a traditional view of curriculum,and a deficit-oriented view of disability.Accordingly,the study suggests that teacher preparation should emphasize both mathematical literacy and situational skills,that teachers should actively localize the national curriculum at the school level,and that the student-centered educational philosophy should be effectively implemented in classroom practice.
作者
王琦
张瑶
WANG Qi;ZHANG Yao(Yangzhou Academy of Educational Sciences,Yangzhou,225007;Institute of Inclusive Education,East China Normal University,Shanghai,200062)
出处
《中国特殊教育》
北大核心
2025年第9期26-34,共9页
Chinese Journal of Special Education
基金
2023年度国家社会科学基金教育学一般项目“特殊教育普惠发展机制与实践路径研究(BHA230160)”的研究成果。
关键词
培智学校
生活数学
综合与实践
课堂教学
情境取向教学能力理论
schools for students with intellectual disabilities
life mathematics
comprehensive and practical activities
classroom teaching
situation-specific teaching competence theory
