教育学报
教育學報
교육학보
Journal of Educational Studies
2012年
5期
29~36
,共null页
数学课程 课程标准 统计与概率 课程深度
數學課程 課程標準 統計與概率 課程深度
수학과정 과정표준 통계여개솔 과정심도
mathematics curriculum ; curriculum standards;statistics and probability; depth of curriculum
对我国2011年颁布的《义务教育数学课程标准(2011年版)》与澳大利亚2010年颁布的《澳大利亚数学课程》中初中学段“统计与概率”领域内容的深度进行质性分析与量化比较后发现:澳大利亚“统计与概率”领域内容深度略大于中国,但差异不显著。在内容分布上的差异是,中国以“数据收集、整理与描述”和“数据分析”为重,而澳大利亚初中学段“统计与概率”四个模块水平要求相对均衡;在认知水平分布上的差异是,中国以“理解”和“掌握”为重,而澳大利亚以“理解”和“问题解决”为重。借鉴《澳大利亚数学课程》,我国需要强化“统计与概率”课程内容的严谨性与实践性,加强与现代信息技术的整合,以及发展学生的批判性与创造性思维等。
對我國2011年頒佈的《義務教育數學課程標準(2011年版)》與澳大利亞2010年頒佈的《澳大利亞數學課程》中初中學段“統計與概率”領域內容的深度進行質性分析與量化比較後髮現:澳大利亞“統計與概率”領域內容深度略大于中國,但差異不顯著。在內容分佈上的差異是,中國以“數據收集、整理與描述”和“數據分析”為重,而澳大利亞初中學段“統計與概率”四箇模塊水平要求相對均衡;在認知水平分佈上的差異是,中國以“理解”和“掌握”為重,而澳大利亞以“理解”和“問題解決”為重。藉鑒《澳大利亞數學課程》,我國需要彊化“統計與概率”課程內容的嚴謹性與實踐性,加彊與現代信息技術的整閤,以及髮展學生的批判性與創造性思維等。
대아국2011년반포적《의무교육수학과정표준(2011년판)》여오대리아2010년반포적《오대리아수학과정》중초중학단“통계여개솔”영역내용적심도진행질성분석여양화비교후발현:오대리아“통계여개솔”영역내용심도략대우중국,단차이불현저。재내용분포상적차이시,중국이“수거수집、정리여묘술”화“수거분석”위중,이오대리아초중학단“통계여개솔”사개모괴수평요구상대균형;재인지수평분포상적차이시,중국이“리해”화“장악”위중,이오대리아이“리해”화“문제해결”위중。차감《오대리아수학과정》,아국수요강화“통계여개솔”과정내용적엄근성여실천성,가강여현대신식기술적정합,이급발전학생적비판성여창조성사유등。
Based on “The Mathematics Curriculum Standards of Compulsory Education (Version 2011)” issued in China in 2011 and “The Australian Curriculum: Mathematics” issued in Australia in 2010, the authors conducted qualitative analysis and quantitative comparison on the depth of “Statistics and Probability” in the two mathematics curriculum standards in the stage of the junior secondary school. The results show that the depth of “Statistics and Probability” in Australian curriculum standards is slightly deeper than that of China, but the difference is insignificant. The difference in content distribution is that China pays more attention to “data collection, organizing and description” and “data analysis”; while Aus tralia is trying to balance the requirements of four modules of “Statistics and Probability”. The difference in the distribution of cognitive level is that China takes “understanding” and “grasping” as the most important; while Australia pays more attention to “understanding” and “problem solving”. We should learn from “The Australian Curriculum: Mathematics” to increase the rigor and practicality of the curriculum content, strengthen the integration of curriculum and information technology, and develop students' criti cal and creative thinking.