中美两国初中数学课程标准的比较研究
发布时间：2018-08-11 17:31
【摘要】：众所周知,目前世界上各个国家的教育课程改革都在如火如荼地进行,课程标准作为课程的中观形式,它的编制以及修订是基础教育课程改革中很关键的一个环节,所以目前为止我国或者是世界上其他的一些国家都在不断地修订和完善自己国家的数学课程标准。我国的新课程改革已经经历了十多年,在2000年颁布的《义务教育数学课程标准(实验稿)》的基础上,经过修订,国家教育部在2011年又颁布了《义务教育数学课程标准(修订稿)》。美国在2010年6月颁布了《州共同核心数学标准》,目前已经被美国48个州采用,该标准主要为了解决美国由于各个州使用的数学课程标准不一样而带来的一些负面问题。本研究以我国《义务教育数学课程标准》(2011版)与美国《州共同核心数学标准》(2010版)为比较对象,主要采用了文献法、文本分析法和比较法,在了解中美两国数学课程发展历史的基础上,从两国课程标准颁布的背景、课程标准的整体框架以及课程内容部分等三个方面对两国最新版的课程标准进行比较研究。在内容部分的比较上本人把它分为“数与代数”、“图形与几何”、“统计与概率”这三个领域来展开,从内容标准的具体内容的异同点和知识点的广度和深度等方面进行静态的文本分析比较,在部分结果的后面本人还分析了差异形成的背后的一些可能因素。最后阐述了从本研究中获得的启示,以及提出对我国数学课程标准修订的两点建议：1.我国标准可考虑细化到年级2.将过程方法、情感态度标准与内容标准融合。
[Abstract]:As we all know, at present, the educational curriculum reform is in full swing in every country in the world. As a medium form of curriculum, curriculum standard is a key link in the curriculum reform of basic education. So far, our country or some other countries in the world are constantly revising and perfecting their own mathematics curriculum standards. The new curriculum reform of our country has gone through more than ten years. On the basis of the Mathematics Curriculum Standard of compulsory Education (Experimental draft) promulgated in 2000, the Ministry of Education promulgated the Mathematics Curriculum Standard of compulsory Education (revised draft) in 2011. In June 2010, the United States promulgated the Common Core Mathematics Standard of States, which has been adopted by 48 states in the United States. The standard is mainly aimed at solving some negative problems caused by the different mathematics curriculum standards used in different states in the United States. This research takes "compulsory Education Mathematics Curriculum Standard" (2011 Edition) and "State Common Core Mathematics Standard" (2010 Edition) as the object of comparison, and mainly adopts literature method, text analysis method and comparative method. On the basis of understanding the history of mathematics curriculum development in China and the United States, this paper makes a comparative study on the latest edition of curriculum standards from three aspects: the background of the promulgation of curriculum standards, the overall framework of curriculum standards and the content of curriculum. In the content part of the comparison, I divided it into "number and algebra", "graphics and geometry", "statistics and probability" to develop these three fields. The static text analysis and comparison are carried out from the aspects of the similarities and differences of the concrete content of the content standard and the breadth and depth of the knowledge. At the end of some results, I also analyze some possible factors behind the formation of the difference. Finally, this paper expounds the enlightenment from this study, and puts forward two suggestions: 1: 1 for the revision of Chinese mathematics curriculum standard. Our standard can be considered to be refined to grade 2. The process method, emotional attitude standard and content standard are combined.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2177722
[Abstract]:As we all know, at present, the educational curriculum reform is in full swing in every country in the world. As a medium form of curriculum, curriculum standard is a key link in the curriculum reform of basic education. So far, our country or some other countries in the world are constantly revising and perfecting their own mathematics curriculum standards. The new curriculum reform of our country has gone through more than ten years. On the basis of the Mathematics Curriculum Standard of compulsory Education (Experimental draft) promulgated in 2000, the Ministry of Education promulgated the Mathematics Curriculum Standard of compulsory Education (revised draft) in 2011. In June 2010, the United States promulgated the Common Core Mathematics Standard of States, which has been adopted by 48 states in the United States. The standard is mainly aimed at solving some negative problems caused by the different mathematics curriculum standards used in different states in the United States. This research takes "compulsory Education Mathematics Curriculum Standard" (2011 Edition) and "State Common Core Mathematics Standard" (2010 Edition) as the object of comparison, and mainly adopts literature method, text analysis method and comparative method. On the basis of understanding the history of mathematics curriculum development in China and the United States, this paper makes a comparative study on the latest edition of curriculum standards from three aspects: the background of the promulgation of curriculum standards, the overall framework of curriculum standards and the content of curriculum. In the content part of the comparison, I divided it into "number and algebra", "graphics and geometry", "statistics and probability" to develop these three fields. The static text analysis and comparison are carried out from the aspects of the similarities and differences of the concrete content of the content standard and the breadth and depth of the knowledge. At the end of some results, I also analyze some possible factors behind the formation of the difference. Finally, this paper expounds the enlightenment from this study, and puts forward two suggestions: 1: 1 for the revision of Chinese mathematics curriculum standard. Our standard can be considered to be refined to grade 2. The process method, emotional attitude standard and content standard are combined.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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