中英幼、小数学学习内容的衔接状况比较研究

发布时间：2018-11-16 14:27

【摘要】：从幼儿园到小学,对儿童来说是两个完全不同的学习阶段,但这些阶段是我们人为将其划分而来的。事实上,儿童的认知发展在呈现出阶段性的同时,还表现出一定的连续性。因此,幼、小数学教育之间的衔接就变得尤为迫切与必要。那么从学校教育上来说,幼儿园与小学提供给儿童的数学教育是否连续?为了从根本上获悉这一问题,本文试图通过对我国幼、小纲领性文件的解读,从中分别整理出幼、小两个阶段的数学学习内容,从而以连续性的角度去探析幼、小纲领性文件中学习内容设置上的衔接状况。另外,英国从20世纪80年代以来就十分注重基础教育与小学教育的整合,而其也于2014年颁布了最新的基础阶段和小学阶段的纲领性文件。因此,本论文选取英国作为比较对象,也试图对其幼、小纲领性文件中的学习内容的衔接情况做出分析。本文以中英两国幼、小阶段的纲领性文件为文本分析对象,分别从中整理出了两国幼、小阶段的数学学习内容,并依据儿童的认知发展规律及数学学习心理,对中英两国幼、小数学学习内容的衔接状况一一进行了分析。结果发现,中国“图形与几何”领域下的学习内容衔接状况较好于“数与代数”领域,“统计”领域下学习内容的衔接性最差;而英国“图形”领域下学习内容的衔接状况最佳,其次为“测量”和“数”领域,唯独“统计”领域下学习内容的衔接状况不佳。从整体上比较来说,英国幼、小数学学习内容的衔接状况要较好于中国。在此基础上,整理出中英两国在各领域中共同涉及到的学习内容,并对两国在这些共同内容上的幼小衔接状况做了系统的比较。总的来说,在“数”领域共同学习内容的衔接上,中英两国可以说是各有各的优势与不足。在“测量”领域共同学习内容的衔接上,中英两国表现出明显的差异,英国这一领域中幼、小学习内容的衔接状况良好,中国却表现出极大的不足。而“图形”与“统计”领域共同学习内容的衔接上,两国则分别一致地表现为衔接良好和衔接不佳。中英两国幼、小数学学习内容的非衔接状况主要表现为学习内容的缺失、重复和断裂现象。针对两国幼、小纲领性文件在学习内容衔接上表现出的问题与不足,笔者从课标编写方面向编写者提出了三点建议,希望能为我国幼、小纲领性文件的进一步修订和编写提供参考,也能有助于从根本上实现幼、小数学学习内容的衔接。
[Abstract]:From kindergarten to primary school, there are two completely different stages of learning for children, but these stages are artificially divided. In fact, children's cognitive development shows a certain degree of continuity at the same time. Therefore, the connection between the elementary mathematics education and the elementary mathematics education becomes particularly urgent and necessary. So, in terms of school education, is there a continuum between kindergarten and primary school mathematics education for children? In order to learn about this problem fundamentally, this paper attempts to analyze the mathematical learning contents of the two stages of juvenile and junior through the interpretation of our country's juvenile and small programmatic documents, so as to analyze juvenile from the angle of continuity. Small programmatic document on the setting of learning content on the status of convergence. In addition, Britain has paid great attention to the integration of basic and primary education since the 1980s, and issued the latest basic and primary stage programmatic documents in 2014. Therefore, this paper chooses the UK as the comparative object, and tries to analyze the cohesion of the learning content in the small programmatic document. This paper takes the programmatic documents of China and the United Kingdom as the text analysis object, from which the contents of mathematics learning in the two countries are sorted out, and according to the law of cognitive development and the psychology of mathematics learning, the paper analyzes the children of China and the United Kingdom. The paper analyzes the cohesion of the learning contents of small mathematics one by one. The results show that the cohesion of learning content in the field of graphics and geometry in China is better than that in the field of "number and algebra", and the cohesion of learning content in the field of "statistics" is the worst. In Britain, the cohesion of learning content is the best in the field of "graphics", followed by the fields of "measurement" and "number", but the cohesion of learning content in the field of "statistics" is not good. On the whole, the convergence of elementary mathematics in Britain is better than that in China. On this basis, the common learning contents of China and Britain in various fields are sorted out, and a systematic comparison is made between the young and small cohesion of these two countries in these common contents. Generally speaking, China and Britain have their own advantages and disadvantages in the convergence of learning content in the field of numbers. In the field of "measurement", there are obvious differences between China and Britain in the cohesion of common learning content. In Britain, the cohesion of primary learning content is good, but in China there is a great lack. On the other hand, the cohesion of the common learning contents in the field of "graphics" and "statistics" shows good cohesion and poor cohesion respectively. In both China and Britain, the non-cohesive state of learning content in small mathematics is mainly the absence, repetition and break of learning content. In view of the problems and deficiencies in the cohesion of the learning contents in the small programmatic documents between the two countries, the author puts forward three suggestions to the authors from the aspect of compiling the curriculum standard, hoping that they can serve the young in our country. The further revision and compilation of the small programmatic document can also be helpful to realize the link of the learning contents of young and small mathematics.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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