教育学报
教育學報
교육학보
Journal of Educational Studies
2013年
2期
29~36
,共null页
数学教科书 课程内容 分布 比较研究
數學教科書 課程內容 分佈 比較研究
수학교과서 과정내용 분포 비교연구
mathematics textbooks; curriculum content; distribution; comparative study
以中国、澳大利亚、美国、英国、法国、德国、韩国、新加坡、日本与俄罗斯10个国家现行的初中数学教科书为研究对象,从“数与代数”、“图形与几何”与“统计与概率”三部分内容所占的章数、节数与页码数进行统计对比,以了解10个国家三部分内容的整体分布情况。内容分布不论整体上,还是各个年级段,国家间虽有差异,但是也呈现出一些共同特点:“数与代数”内容分布所占比重是最多的,多数国家超过50%,均值56%;“图形与几何”排第二,中国最高,达到41.4%,均值32%;“统计与概率”分布比重最少,平均12%。通过比较带给我们一些启示:中国初中数学教科书“数与代数”内容适当增加应用,渗透推理能力;适当精减“图形与几何”内容比重;增加“统计与概率”分布比重,扩大知识面。
以中國、澳大利亞、美國、英國、法國、德國、韓國、新加坡、日本與俄囉斯10箇國傢現行的初中數學教科書為研究對象,從“數與代數”、“圖形與幾何”與“統計與概率”三部分內容所佔的章數、節數與頁碼數進行統計對比,以瞭解10箇國傢三部分內容的整體分佈情況。內容分佈不論整體上,還是各箇年級段,國傢間雖有差異,但是也呈現齣一些共同特點:“數與代數”內容分佈所佔比重是最多的,多數國傢超過50%,均值56%;“圖形與幾何”排第二,中國最高,達到41.4%,均值32%;“統計與概率”分佈比重最少,平均12%。通過比較帶給我們一些啟示:中國初中數學教科書“數與代數”內容適噹增加應用,滲透推理能力;適噹精減“圖形與幾何”內容比重;增加“統計與概率”分佈比重,擴大知識麵。
이중국、오대리아、미국、영국、법국、덕국、한국、신가파、일본여아라사10개국가현행적초중수학교과서위연구대상,종“수여대수”、“도형여궤하”여“통계여개솔”삼부분내용소점적장수、절수여혈마수진행통계대비,이료해10개국가삼부분내용적정체분포정황。내용분포불론정체상,환시각개년급단,국가간수유차이,단시야정현출일사공동특점:“수여대수”내용분포소점비중시최다적,다수국가초과50%,균치56%;“도형여궤하”배제이,중국최고,체도41.4%,균치32%;“통계여개솔”분포비중최소,평균12%。통과비교대급아문일사계시:중국초중수학교과서“수여대수”내용괄당증가응용,삼투추리능력;괄당정감“도형여궤하”내용비중;증가“통계여개솔”분포비중,확대지식면。
Based on the mathematics textbooks currently used by junior high school students in ten countries, namely, China, Australia, USA, UK, France, Germany, South Korea, Singapore, Japan and Russia, the authors counted and compared the number of chapters, sections and pages of Number and Al- gebra, Measurement and Geometry, and Statistics and Probability in textbooks of the ten countries to un- derstand the general distribution of the three parts. Despite some differences among countries, the content distribution shows some common features as a whole and in each grades: the percentage of the content in Number and Algebra is the highest for all the ten countries with most countries taking up more than 50 and an average of 56%; the second highest is Measurement and Geometry, with China as the highest reac- hing 41.4% and an average of 32% ; Statistics and Probability takes up the smallest percentage, with an average of 12%. The comparative study has some implications for mathematics textbooks in China: applied acknowledge points could be increased and reasoning could be emphasized in the content of Number and A1- gebra; the content of Measurement and Geometry could be reduced in an appropriate way; and the content of Statistics and Probability could be increased and expanded.