数学教育学报2024，Vol.33Issue(2)：98-102,5.
少数民族数学教育研究反哺课堂教学的困境与出路
Research on Mathematics Education of Ethnic Minorities Feeds back the Dilemma and Way out of Classroom Teaching
摘要
Abstract
After more than 70 years,the research on mathematics education for ethnic minorities in China has developed from focusing on mathematics education issues in individual ethnic areas to the construction of ethnic mathematics education systems.There are many studies on mathematics education for ethnic minorities but little research on the transformation of achievements,and the insufficient transformation of educational and scientific research achievements is a practical problem.Using the literature analysis method,the practical significance of minority mathematics education research feeding back classroom teaching is discussed,the dilemma and formation reasons of feedback classroom teaching are summarized,and the optimization path is given based on the particularity of ethnic minority mathematics education teaching practice.It is the foundation that plays a leading role in the transformation of outcomes into educational policies;the construction and ability improvement of teaching researchers and teachers is the key;making good use of the results of ethnic education informatization to fit the particularity of teaching practice,improving the classroom ecology,and serving students'development are important means.关键词
民族数学教育/成果转化/课堂教学/现实困境/优化路径Key words
ethnic mathematics education/transformation of achievements/classroom teaching/real-world dilemmas/optimize the path分类
社会科学引用本文复制引用
唐明超,张勇,陆珺..少数民族数学教育研究反哺课堂教学的困境与出路[J].数学教育学报,2024,33(2):98-102,5.基金项目
2022年度教育部人文社会科学研究青年基金——职前教师现场学习力的生成机制、评价框架与培育路径研究(22YJC880050) （22YJC880050）
