义务教育数学课程标准（2011年版）对学生主体的关注引发对《数学课程与教学论》课堂教学的反思，发现培养的师范生缺乏主体性。原因主要是已有研究和实践对数学教育专业师范生的主体性关注不足，存在“主体性缺位”和“主体参与缺失”。为此，文中具体分析了主体性的含义，指出《数学课程与教学论》课堂中的师范生兼具学生和职前数学教师角色，有两种主体性需要发展，这两种主体性的实现需师范生主体参与两种不同的但又存在辩证循环关系的社会历史实践活动。师范生的主体性发展有赖于执教教师主体性的发展，两者统一于教育教学活动中。师范生和教师主体性的发展均要求主体参与特定社会历史情境中的实践活动。基于此，文章第四部分构建了《数学课程与教学论》课程教学的“三实践两反思”模式，进一步分析模式及其实施中的主体参与问题，以期促进各主体的主体性发展。%Compulsory education mathematics curriculum standard (2011 Edition) on students" attention due to the theory of mathematics curriculum and teaching reflection, found culture of normal students lack of subjectivity. The reason is mainly research and practice of Mathematics Education Major Students in normal subject enough attention, the existence of " subjectivity absence" and" lack of subject participation" . Therefore, this paper analyzes the subjective meaning, pointed out that mathematics curriculum and teaching theory in the classroom with students and teachers pre -service mathematics teachers'role, has two kinds of main body need to develop, the two main body of the normal school students'participation in two different but there are dialectical relationship between circulating social practice activities. Normal students" subjectivity development depends on his teacher~ subjectivity development; they are unified in the education teaching activity. Normal school students and teachers'subjectivity development are main body to participate in the specific social and historical context of practice. Based on this, the fourth part of the article constructs" curriculum and teaching methodology of mathematics" course teaching " three two reflective practice" mode, further analysis model and its implementation in subjects involved in question, in order to promote the development of subjectivity.
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