K Probleme Modernizatsii Matematicheskogo Obrazovaniya

V rabote obsuzhdayutsya printsipy, dolzhenstvuyushchie sluzhit' metodologicheskimi osnovami podkhoda k obucheniyu shkol'nikov matematike, otvechayushchego i gumanitarnym tselyam obrazovaniya i potrebnostyam sovremennogo sotsiuma. Pri vsem tom, chto predlagaemyy v rabote podkhod k obucheniyu ispol'zuet dostizheniya, nesomye kak traditsionnym, tak i sovremennymi podkhodami k obucheniyu matematike, ego otlichaet voploshchenie v obuchenii idei razvitiya, soprovozhdayushchegosya preobrazheniyami sposobov uchebnoy deyatel'nosti, to est' korennymi izmeneniyami soderzhaniya, formy, napravleniy i samikh ee tseley, osvoeniem novykh mekhanizmov ponimaniya. Perekhody ot protoponyatiy k strogim matematicheskim ponyatiyam, otvechayushchie etomu podkhodu, sushchestvenno otlichayutsya ot perekhodov ot zhiteyskikh ponyatiy k nauchnym, opisannykh L.S. Vygotskim. Oni snimayut konflikty mezhdu protoponyatiem i strogim ponyatiem, mezhdu natural'noy i kul'turnoy formoy posredstvom napravlyaemogo samo-razvitiya nalichestvuyushchikh form mysledeyatel'nosti uchashchikhsya, vedushchego k rozhdeniyu novykh, kul'turnykh ikh form, predstavlyaemykh strogimi ponyatiyami, nositelyami ideal'nogo. Tem samym stanovyatsya sushchestvenno inymi otnosheniya mezhdu real'noy i ideal'noy formami i sam kharakter ideal'nogo.