小学数学教师跨学科教学素养研究的演进：从思辨走向循证

Research on Primary-School Mathematics Teachers’ Interdisciplinary Teaching Literacy: Evolution from Speculation to Evidence-Based Research

摘要: 2022版数学新课标要求落实跨学科主题学习，对小学数学教师专业能力提出新要求。通过系统梳理相关文献发现，该领域研究正由经验思辨转向循证实证，实证调研普遍反映教师存在跨学科教学“理念认同高、实践落地弱”的现实困境。现有研究已在素养结构、测评工具、培育路径上取得一定成果，但仍缺少教师素养作用于学生数学核心素养发展的因果证据，学科专属测评工具不足，实证研究生态效度有限。据此，后续研究应强化纵向追踪的循证设计，构建小学数学本土化跨学科教学理论体系。

Abstract: The 2022 edition of the new mathematics curriculum standard requires the implementation of interdisciplinary thematic learning, which puts forward new demands for the professional competence of primary-school mathematics teachers. A systematic review of relevant literature shows that research in this field is shifting from experiential speculation to evidence-based empirical studies. Empirical investigations generally reveal the practical dilemma of “high recognition of ideas yet weak practical implementation” among teachers in interdisciplinary teaching. Existing studies have yielded certain achievements in competency structure, assessment tools and cultivation paths. Nevertheless, causal evidence regarding how teachers’ literacy contributes to the development of students’ core mathematical competencies remains scarce, discipline-specific assessment tools are insufficient, and empirical studies are constrained by limited ecological validity. Accordingly, future research should strengthen evidence-based designs with longitudinal tracking and construct a localized theoretical system for interdisciplinary teaching in primary-school mathematics.