New paths for the localized cultivation of core mathematical literacy in lower grades of rural primary schools
农村小学低年级数学核心素养的本土化培育新路径

摘要

在教育改革持续深入的背景下，2022年版《义务教育数学课程标准》明确要求开展跨学科主题学习，强化学科关联与融合。农村小学数学教学因师资专业匹配度低、本土资源未充分激活、家校协同不足等现实问题，学科融合推进受阻。本文立足新课标要求与农村教学“在地性”特征，结合苏教版教材，从“现状分析—策略本土优化及案例场景落地—评价家校联动—保障措施配套”四个维度，深化农村小学数学学科融合路径，通过挖掘农田、农具、农事活动等本土素材，让数学回归农村学生生活场景，切实提升课堂教学实效与学生综合素养。

Abstract

Against the background of continuous deepening of education reform, the 2022 edition of Mathematics Curriculum Standards for Compulsory Education clearly requires the implementation of interdisciplinary thematic learning to strengthen subject connection and integration. The promotion of subject integration in rural primary school mathematics teaching is hindered by practical problems such as low professional matching of teachers, insufficient activation of local resources, and inadequate home-school coordination. Based on the requirements of the new curriculum standards and the "localization" characteristics of rural teaching, combined with the Jiangsu Education Edition textbooks, this paper deepens the path of subject integration in rural primary school mathematics from four dimensions: "current situation analysis—local optimization of strategies and implementation of case scenarios—home-school linkage in evaluation—supporting safeguard measures". By excavating local materials such as farmland, farm tools and farming activities, mathematics is integrated into the life scenarios of rural students, so as to effectively improve the effectiveness of classroom teaching and students' comprehensive literacy.