基于核心素养的中职数学情境教学模式研究

Research on Contextual Teaching Models in Secondary Vocational Mathematics Based on Core Competencies

摘要: 我国职业教育教学改革明确坚持以核心素养为导向，全面落实立德树人的根本任务。《中等职业学校数学课程标准》立足育人导向，把学科核心素养作为育人价值的集中体现，并明确指出“情境教学”对落实素养目标起到关键作用。数学作为中职阶段兼具工具性和逻辑性的基础学科，其知识建构、能力提升与素养发展均离不开情境支撑。国内外情境教学虽形成PBL、STEM等教学模式，但多面向普通高中，难以适配中职阶段学情和专业特点，无法满足六大核心素养的针对性培养需求。因此，本文在现有教学模式的基础上，紧密结合核心素养的内涵，创设六大教学模式，分别为基于数学运算的“实操–精炼”式、基于直观想象的“多维–解构”式、基于逻辑推理的“三线–并联”式、基于数学抽象的“具身–抽象”式、基于数据分析的“调研–决策”式和基于数学建模的“问题–解决”式，协同推进学生知识内化、素养进阶和能力发展。

Abstract: The teaching reform of vocational education in China clearly takes core competencies as the orientation to fully implement the fundamental task of fostering virtue through education. Based on the educational orientation, the Curriculum Standards for Mathematics in Secondary Vocational Schools regards subject core competencies as the concentrated embodiment of educational value, and explicitly points out that contextual teaching plays a key role in fulfilling competency objectives. As a foundational discipline with both instrumental and logical attributes at the secondary vocational education stage, mathematics cannot realize knowledge construction, ability improvement and competency development without contextual support. Though contextual teaching at home and abroad has developed teaching models such as PBL and STEM, most of these models are designed for general senior high schools. They can hardly adapt to the learning conditions and professional characteristics of secondary vocational students, and fail to meet the targeted cultivation requirements of the six core competencies. Therefore, on the basis of existing teaching models and in close combination with the connotation of core competencies, this paper constructs six teaching models, namely the “Practice-Refinement” model for mathematical operation, the “Multidimensional-Deconstruction” model for intuitive imagination, the “Three-Line Parallel” model for logical reasoning, the “Embodiment-Abstraction” model for mathematical abstraction, the “Survey-Decision-Making” model for data analysis, and the “Problem-Solving” model for mathematical modeling. The above models jointly boost students’ knowledge internalization, competency progression and ability development.