Theoretical And Practical Exploration Of Infiltrating Philosophy For Children In Mathematics

In the 1970s,American educator Matthew Lipman launched a children's philosophy education program,called "Philosophy for Children",which aims to develop children's logical reasoning ability,critical thinking,creative thinking and caring thinking.The value of philosophy education is not only to cultivate thinking ability,but also to let us think about personal value and educational value.Based on Lipman's theory of Philosophy for Children,this paper explores how to infiltrate the related issues of children's philosophy education in mathematics.It aims to enable students to achieve the high-level thinking skills required in the curriculum standards by combing the philosophical themes in the mathematics curriculum and using clear philosophical inquiry.The introduction part introduces the research background and problems,research purpose and significance,research content and method,define the "philosophy" and "Philosophy for Children" and "philosophical education for children" three core concepts,and the children's philosophy of education theory research and practice research at home and abroad,this paper introduces the present situation of Chinese philosophical education for children.It also makes a brief introduction to lipman's theory of Philosophy for Children.The first chapter analyzes the necessity and feasibility of infiltrating children's philosophy education in mathematics.First of all,it is necessary to analyze the philosophy education in mathematics from the perspective of children,teachers and curriculum.Childhood is the stage of life in reading,thinking and discussing philosophical issues,and is conducive to cultivating philosophical thinking.From the perspective of the curriculum,each discipline has a philosophical level that makes education meaningful.Secondly,from the perspectives of the relationship between mathematics education and children's philosophy education,the nature of children's "love of wisdom" and teaching resources,it is feasible to infiltrate children's philosophy education into mathematics.The second chapter has theoretically constructed how to infiltrate children's philosophy education in mathematics.Based on Lipman's philosophy of children'sphilosophy education,combined with the characteristics of mathematics teaching,the theoretical system of children's philosophy curriculum based on mathematics is established from five aspects: teaching objectives,principles,content,modes and methods,and evaluation.The teaching goal is to cultivate children's critical thinking ability,logical reasoning ability,expression and cooperation ability and improve children's mathematical literacy.Teaching principles follow the principles of subjectivity,openness,inspiration and interactivity.The teaching content combines the mathematics textbooks of primary and secondary schools and selects the philosophical themes contained therein.The teaching mode is mainly based on the model of community of philosophical inquiry,adopting the mode of exploring community and the dialogue teaching method.The teaching evaluation draws on the evaluation criteria of Lippmann and Fisher,and mainly uses qualitative evaluation methods to evaluate teachers and students separately.Teacher evaluation is mainly to evaluate the ability of teachers in the organization,content,methods and guidance of philosophical inquiry activities.For student evaluation,it mainly evaluates students' cognitive thinking dimensions and emotional attitude values as well as students' participation in class.The third chapter is the practice and exploration of integrating children's philosophy education into mathematics.This chapter enumerates two typical teaching cases and analyzes the concrete teaching methods of infiltrating children's philosophy education in mathematics.On the basis of previous studies,combined with the mathematical knowledge of primary and secondary schools,six different philosophical exploration activities are designed,including the essence,phenomenon and essence,simplicity and complexity,reasoning and proof,mathematical beauty,imagination and reality.Then,I gave a children's philosophy exploration class with the theme of "what is a number".Finally,the challenges and Suggestions are discussed.In the development of children's philosophy education,teaching quality,students' academic burden and learning evaluation are also facing challenges,which requires school teachers to form an educational community and participate in children's philosophy education together.Finally,the shortcomings of the research and the issues that need further study in the future are put forward.I hope this study will allow more educators to focus on theintegration of disciplines and children's philosophy education.