CAJ | 학술논문

教材是实现课程目标、实施课堂教学的重要资源，其内容对学生形成良好素养至关重要。对比中日韩小学数学四年级教材（总体和各领域）内容的广度、认知要求和呈现方式发现，中国教材，相较于日韩教材，各领域内容占比差异较大，认知要求整体偏低，呈现方式较单一且领域分化，尤其是统计与概率内容全以归纳方式呈现且都要求达到运用水平。建议我国教材内容修订时，适当调整教材各领域的比例，慎重确定认知要求，注重呈现方式的研究和实践，强化统计与概率的学与教研究，追求精细化处理。
교재시실현과정목표、실시과당교학적중요자원，기내용대학생형성량호소양지관중요。대비중일한소학수학사년급교재（총체화각영역）내용적엄도、인지요구화정현방식발현，중국교재，상교우일한교재，각영역내용점비차이교대，인지요구정체편저，정현방식교단일차영역분화，우기시통계여개솔내용전이귀납방식정현차도요구체도운용수평。건의아국교재내용수정시，괄당조정교재각영역적비례，신중학정인지요구，주중정현방식적연구화실천，강화통계여개솔적학여교연구，추구정세화처리。
Textbooks are the important resources for realizing curriculum objectives and the implementing classroom teaching, their content are crucial for students to develop good literacy. An overall and three strands content analysis of Grade 4 elementary mathematics textbooks from China, Japan and Korea was carried out in three dimensions： breadth, cognitive demands and modes of presentation. Results show that textbooks in China, comparing to Japan and Korea, have the holistically lower cognitive demands, the greater differences in the percentage of three content strands, and the single presentation mode and its differentiation in three content strands. Statistics and probability content is presented inductively and is required to achieve the level of application. Suggestions for textbooks content revision include properly adjusting the ratio of three content strands, carefully determining the cognitive demands, focusing on the research and practice of presentation, strengthening the learning and teaching research of statistics and probability, and pursuing the content elaboration.