数学教育中的探究式学习：一项文献计量研究

摘要

探究式学习（Inquiry Based Learning，IBL）已成为数学教育中一种具有变革意义的教学取向，其核心在于强调以学生为中心的探索与批判性思维。本研究采用文献计量方法，系统考察数学教育领域探究式学习研究的发展趋势、重要贡献者与研究主题。研究自 Scopus 数据库检索得到 82 篇文献，时间跨度为 2008 年至 2024 年；数据清洗使用 OpenRefine，网络可视化使用 VOSviewer。分析显示，2016 年以后探究式学习研究显著增长，并于 2024 年达到峰值，其动因在于数字化工具的融入以及数学教育对问题解决能力的日益重视。主要贡献国家包括美国、澳大利亚与荷兰，加利福尼亚大学、乌得勒支大学等机构发挥了关键作用；Katja Maass、Sandra L. Laursen 等作者的高被引成果彰显了该领域的学术影响力。识别出的核心研究主题包括建构主义、技术增强学习与数学建模，高频关键词为“探究式学习”“数学教育”与“问题解决”。引文指标方面，h 指数为 17，篇均被引 11.38 次，反映出该领域研究的学术影响。本研究的系统分析可为教育工作者、研究者与政策制定者提供有价值的参考，并倡导继续发掘探究式学习在增进数学理解、改善探究驱动型学习成效方面的潜力。

Abstract

Inquiry-Based Learning (IBL) has become a transformative teaching approach in mathematics education, emphasizing student-centered exploration and critical thinking. This study employs bibliometric methods to systematically examine the development trends, key contributors, and research topics of inquiry-based learning research in mathematics education. The study retrieved 82 articles from the Scopus database, spanning from 2008 to 2024; data cleaning was performed using OpenRefine, and web visualization was conducted using VOSviewer. Analysis shows that inquiry-based learning research has grown significantly since 2016, peaking in 2024, driven by the integration of digital tools and the increasing emphasis on problem-solving skills in mathematics education. Major contributing countries include the United States, Australia, and the Netherlands, with institutions such as the University of California and Utrecht University playing crucial roles; highly cited works by authors such as Katja Maass and Sandra L. Laursen highlight the academic influence of this field. The core research themes identified include constructivism, technology-enhanced learning, and mathematical modeling. High-frequency keywords include "inquiry-based learning," "mathematics education," and "problem-solving." In terms of citation metrics, the h-index is 17, and the average number of citations per paper is 11.38, reflecting the academic impact of research in this field. This systematic analysis provides valuable insights for educators, researchers, and policymakers, and advocates for further exploration of the potential of inquiry-based learning in enhancing mathematical understanding and improving the effectiveness of inquiry-driven learning.