%0 Journal Article %T 基于量感培养的小学数学跨学科主题式学习的策略
Strategies for Interdisciplinary Thematic Learning in Primary School Mathematics Based on the Cultivation of Quantity Sense %A 陈咪 %J Advances in Education %P 67-77 %@ 2160-7303 %D 2025 %I Hans Publishing %R 10.12677/ae.2025.152209 %X 量感是《义务教育数学课程标准(2022年版)》中数学核心素养的主要表现之一，是指对物体可测属性和大小关系的直观感知。根据量感培养的递进水平，量感可以分为直观的量感、抽象的量感以及系统的量感。基于量感培养的小学数学跨学科主题式学习以直观经验为基础、以问题驱动为核心、以跨学科融合为关键，具有重视思维转换、关注实践体验以及打破既定思维的重要价值。该研究构建了基于量感培养的跨学科主题学习流程，并以“度量衡的故事”为例，详细设计了学习活动的步骤，包括确定主题、明晰目标、设计学习活动、规划学习进程以及学业评价，旨在促进小学数学跨学科主题式学习的有效实施。
Quantification is one of the main manifestations of mathematics core literacy in the Compulsory Education Mathematics Curriculum Standards (2022 Edition), which refers to the intuitive perception of the relationship between the measurable properties and size of objects. According to the progressive level of quantity sense cultivation, the sense of quantity can be divided into intuitive sense of quantity, abstract sense of quantity and systematic sense of quantity. Based on the cultivation of quantitative sense, the interdisciplinary thematic learning of primary school mathematics is based on intuitive experience, problem-driven as the core, and interdisciplinary integration as the key, which has the important value of attaching importance to thinking transformation, paying attention to practical experience, and breaking the established thinking. This study constructs an interdisciplinary theme-based learning process based on the cultivation of quantitative, and takes the “story of weights and measures” as an example, and designs the steps of learning activities in detail, including determining the theme, clarifying the goals, designing the learning activities, planning the learning process and academic evaluation, aiming to promote the effective implementation of interdisciplinary theme-based learning in primary school mathematics. %K 跨学科主题学习， %K 量感， %K 小学数学
Interdisciplinary Thematic Learning %K Quantity Sense %K Primary School Mathematics %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=106771