教材内外“双重难度”探究——基于重庆市部分小学数学教材难度的实证研究

发布时间：2018-04-08 14:51

本文选题：小学数学　切入点：数学教材　出处：《中国教育学刊》2015年12期

【摘要】：一般认为,教材难是导致我国中小学生课业负担过重的直接原因。基于对重庆10所城乡小学负责人的半结构式访谈,认为小学数学教材难度总体适中,但学生课业负担仍然较重,原因在于:在中国特定的考试文化语境下,教材表现出"双重难度",即教材自身的"内部难度"以及因考试评价等因素造成的外部"附加难度"。教材的"内部难度"表现在部分内容难度偏大、脱离生活实际和结构不合理,"附加难度"则表现为教师教得难、学生学得难、考试考得难。其中,"附加难度"在更大程度上造成了课业负担之"重"。因此,要辩证地认识教材难度与课业负担的关系,减负不能毕其功于一役,而需从教材、教学、考试三方面协同进行,合理修订小学数学教材,科学提升教师教学效能,营造绿色的教育环境。
[Abstract]:It is generally believed that the difficulty of teaching materials is the direct cause of the heavy workload of primary and middle school students in our country.Based on the semi-structured interview with the principals of 10 urban and rural primary schools in Chongqing, the author thinks that the difficulty of primary school mathematics teaching materials is moderate, but the burden on students is still heavy. The reasons are: in the context of China's specific examination culture,The textbook shows "double difficulty", that is, the internal difficulty of the textbook itself and the external "additional difficulty" caused by the factors such as examination evaluation.The "internal difficulty" of the teaching material is manifested in the difficulty of some contents, which deviates from the reality of life and the unreasonable structure, while the "additional difficulty" shows that the teacher is difficult to teach, the students to learn and the examination to be difficult.Among them, "additional difficulty" to a greater extent caused the heavy burden of school work.Therefore, it is necessary to dialectically understand the relationship between the difficulty of teaching materials and the burden of schoolwork, and to reduce the burden by no means at all. Instead, it is necessary to coordinate the teaching materials, teaching and examination, to revise the teaching materials of primary schools reasonably, and to scientifically improve the teaching efficiency of teachers.Create a green educational environment.
【作者单位】：北京师范大学数学科学学院;范德堡大学教育与人类发展学院;西南大学数学与统计学院;哥伦比亚大学教育学院;
【基金】：2014年度中央高校基本科研业务费专项课题“中小学发展性教师绩效统计和测评模型研究”(项目编号:XDJK2014D018)研究成果
【分类号】：G623.5

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