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让学生写数学日记,并不是一件很新鲜的事。早在20世纪90年代,数学日记就在美国风行,并成为美国数学文化体系中的新生力量。但数学日记诞生的理由却是很值得琢磨的。1970年,美国教育心理学家Flanders对教师主观选择课堂教学行为的调查分析发现,仅有5%～15%的教师行为被学生接受。这个结果催生了数学日记,也催醒了成人对儿童世界的理解。事实上,教师任何单方面的假设都不足以收获成功的教育。对于向来以传授知识为己任的数学教育来说就更是如此。在我国,1997年后数学日记才零星地出现。学科日记对于中国数学教育乃至其他除语文以外的课程之价值还远没有被认识到。随同陈会彦老师的这篇文章走进孩子的心理世界,您将会领略到数学日记带来的精彩,受到意味深长的启迪。
Getting students to write math diaries is not a very new thing. As early as the 1990s, the diary of mathematics became popular in the United States and became a new force in the American mathematical culture. But the reason for the birth of the mathematical diary is very worth pondering. In 1970, the American educational psychologist Flanders conducted a survey of teachers ’subjective choice of classroom teaching and found that only 5% -15% of the teachers’ behaviors were accepted by students. This result gave birth to the mathematical diary, also reminded adults understanding of children’s world. In fact, any one-sided assumption by teachers is not enough to reap a successful education. This is even more true of math education, which has always taught knowledge. In our country, the mathematics diary appeared sporadically after 1997. The subject diary is far from recognizable in China’s mathematics education and in other courses other than Chinese. With this article of Professor Chen Huiyan into the child’s psychological world, you will enjoy the wonderful and meaningful enlightenment from the Mathematics Diary.