当代英国小学数学课程改革研究
发布时间：2019-03-02 08:31
【摘要】：21世纪以来,英国在PISA等国际测试中的数学成绩不理想,特别是在PISA测试中英国学生的数学表现明显不如中国学生,因此英国开始向中国学习先进经验,2014年正式开启了中英数学教师交流活动,随着交流活动的进行,英国不断学习中国优异的小学数学课程与教学经验来丰富和改善本国的课程与教学。与我国相比,英国的小学数学课程改革也有些值得借鉴的地方,如基于国际测试比较结果的小学数学课程改革,借鉴当代英国小学数学课程改革的经验,也利于中国小学数学课程改革的深入推进。因此,本文在文献研究的基础上,通过梳理国内外学者的研究成果,采取文献法、比较法和历史分析法研究分析了当代英国小学数学课程的改革历程以及课程目标、课程内容和课程评价的改革,各章节主要内容如下:当代英国小学数学课程的改革历程主要有二战后至1988年和1989年至今两个发展阶段:前一阶段又可细分为现代数学运动时期、进步主义教育时期以及建立国家小学数学课程三个时期;后一阶段则经历了1993年改革、1997年改革和2011年改革,分别实施了1995年、2000年和2014年小学数学课程。当代英国小学数学课程目标的改革主要体现在指导思想、内容领域、水平层次和目标内容等四个方面:指导思想在不断丰富和调整;内容领域由最初的5个精简为3个;关键阶段1的水平层次保持不变,关键阶段2的水平层次由水平2-6调整为水平2-5,但2014年取消了对水平层次的描述;数与代数、图形和测量以及统计目标的要求有所提高。当代英国小学数学课程内容的改革主要体现在内容模块、内容结构和具体内容三个方面:课程内容模块一直包括数与代数、图形和测量以及统计三个部分;数与代数、图形和测量以及统计方面的内容结构更加精简和明确;数与代数、图形和测量以及统计方面的内容则稍有增加,内容难度有所提升。当代英国小学数学课程评价的改革主要体现在评价目的、评价方式和评价管理机构三个方面,评价目的经历了促进学生学习、为了学生学习和检测学生学习三个发展阶段;评价方式历经了教师评价和标准评价任务相结合到教师评价和考试相结合,再到学校应履行的外部责任和自主评估权相结合三个发展过程;评价的管理机构从分散和独立管理过渡到统一协调管理。当代英国的小学数学课程改革过程始终备受争议,课程目标一直保持弹性分层,课程内容始终与时俱进,课程评价理论和实践出现了脱节问题。当代英国小学数学课程带给我们的启示:稳步推进课程改革,注重课改效果;制定弹性课程目标,注重因材施教;课程评价的多元和灵活,注重教师参与;课程内容的统一和多样,注重学校自主。
[Abstract]:Since the 21st century, Britain's math achievements in international tests such as PISA have not been satisfactory, especially in the PISA test, and British students' performance in mathematics is obviously inferior to that of Chinese students. Therefore, the United Kingdom has begun to learn advanced experience from China. The exchange between Chinese and English mathematics teachers was officially launched in 2014. Along with the exchange activities, the United Kingdom continues to learn China's excellent primary mathematics curriculum and teaching experience to enrich and improve the national curriculum and teaching. Compared with China, the reform of primary school mathematics curriculum in the United Kingdom is also worthy of reference, such as the reform of primary school mathematics curriculum based on the results of international tests, and the experience of contemporary primary school mathematics curriculum reform in Britain. It is also conducive to the further advancement of mathematics curriculum reform in primary schools in China. Therefore, on the basis of literature research, by combing the research results of scholars at home and abroad, this paper studies and analyzes the reform process and curriculum objectives of contemporary British elementary school mathematics curriculum by literature method, comparative method and historical analysis method. The contents of curriculum and the reform of curriculum evaluation are as follows: the course of the reform of mathematics curriculum in contemporary British elementary schools mainly includes two stages: from World War II to 1988 and from 1989 to now: the former stage can be divided into modern mathematics movement period, and the former stage can be divided into modern mathematics movement period. The period of progressive education and the establishment of national mathematics curriculum in primary schools; The latter stage experienced the reform in 1993, the reform in 1997 and the reform in 2011 with the implementation of the mathematics curriculum in primary schools in 1995, 2000 and 2014, respectively. The reform of mathematics curriculum objectives in contemporary British elementary schools is mainly reflected in the following four aspects: guiding ideology, content field, level and target content, which are constantly enriched and adjusted, and the content field is reduced from 5 to 3; The horizontal level of critical stage 1 remained the same, and the horizontal level of critical stage 2 was adjusted from level 2 to level 5, but the description of the level was eliminated in 2014; The requirements for numbers and algebra, graphics and measurement, as well as statistical objectives have been improved. The reform of mathematics curriculum content in contemporary British elementary schools is mainly reflected in three aspects: content module, content structure and concrete content: the curriculum content module has been composed of three parts: number and algebra, graphics and measurement, and statistics; The contents of numbers and algebras, graphics and measurements, and statistics are more concise and clear, while the contents of numbers and algebras, graphics and measurements, and statistics are slightly increased and the content is more difficult. The reform of mathematics curriculum evaluation in contemporary British elementary schools is mainly reflected in three aspects: the purpose of evaluation, the way of evaluation and the organization of evaluation management. The purpose of evaluation has experienced three stages of development: promoting students' learning, for the sake of students' learning and testing students' learning; The way of evaluation has gone through three development processes: the combination of teacher evaluation and standard evaluation task, the combination of teacher evaluation and examination, and then the combination of external responsibility and independent evaluation right which the school should perform. The evaluation management structure transition from decentralized and independent management to unified and coordinated management. The reform process of primary school mathematics curriculum in contemporary Britain has always been controversial, the curriculum goal has been kept flexible and layered, the curriculum content has always kept pace with the times, and the theory and practice of curriculum evaluation have been disjointed. The enlightenment that contemporary British elementary school mathematics curriculum brings to us is as follows: steadily advance curriculum reform, pay attention to the effect of curriculum reform; make flexible curriculum goal, pay attention to teaching according to aptitude, pay attention to the pluralism and flexibility of curriculum evaluation, pay attention to teachers' participation; The unity and diversity of curriculum content, pay attention to school autonomy.
【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
本文编号：2432883
[Abstract]:Since the 21st century, Britain's math achievements in international tests such as PISA have not been satisfactory, especially in the PISA test, and British students' performance in mathematics is obviously inferior to that of Chinese students. Therefore, the United Kingdom has begun to learn advanced experience from China. The exchange between Chinese and English mathematics teachers was officially launched in 2014. Along with the exchange activities, the United Kingdom continues to learn China's excellent primary mathematics curriculum and teaching experience to enrich and improve the national curriculum and teaching. Compared with China, the reform of primary school mathematics curriculum in the United Kingdom is also worthy of reference, such as the reform of primary school mathematics curriculum based on the results of international tests, and the experience of contemporary primary school mathematics curriculum reform in Britain. It is also conducive to the further advancement of mathematics curriculum reform in primary schools in China. Therefore, on the basis of literature research, by combing the research results of scholars at home and abroad, this paper studies and analyzes the reform process and curriculum objectives of contemporary British elementary school mathematics curriculum by literature method, comparative method and historical analysis method. The contents of curriculum and the reform of curriculum evaluation are as follows: the course of the reform of mathematics curriculum in contemporary British elementary schools mainly includes two stages: from World War II to 1988 and from 1989 to now: the former stage can be divided into modern mathematics movement period, and the former stage can be divided into modern mathematics movement period. The period of progressive education and the establishment of national mathematics curriculum in primary schools; The latter stage experienced the reform in 1993, the reform in 1997 and the reform in 2011 with the implementation of the mathematics curriculum in primary schools in 1995, 2000 and 2014, respectively. The reform of mathematics curriculum objectives in contemporary British elementary schools is mainly reflected in the following four aspects: guiding ideology, content field, level and target content, which are constantly enriched and adjusted, and the content field is reduced from 5 to 3; The horizontal level of critical stage 1 remained the same, and the horizontal level of critical stage 2 was adjusted from level 2 to level 5, but the description of the level was eliminated in 2014; The requirements for numbers and algebra, graphics and measurement, as well as statistical objectives have been improved. The reform of mathematics curriculum content in contemporary British elementary schools is mainly reflected in three aspects: content module, content structure and concrete content: the curriculum content module has been composed of three parts: number and algebra, graphics and measurement, and statistics; The contents of numbers and algebras, graphics and measurements, and statistics are more concise and clear, while the contents of numbers and algebras, graphics and measurements, and statistics are slightly increased and the content is more difficult. The reform of mathematics curriculum evaluation in contemporary British elementary schools is mainly reflected in three aspects: the purpose of evaluation, the way of evaluation and the organization of evaluation management. The purpose of evaluation has experienced three stages of development: promoting students' learning, for the sake of students' learning and testing students' learning; The way of evaluation has gone through three development processes: the combination of teacher evaluation and standard evaluation task, the combination of teacher evaluation and examination, and then the combination of external responsibility and independent evaluation right which the school should perform. The evaluation management structure transition from decentralized and independent management to unified and coordinated management. The reform process of primary school mathematics curriculum in contemporary Britain has always been controversial, the curriculum goal has been kept flexible and layered, the curriculum content has always kept pace with the times, and the theory and practice of curriculum evaluation have been disjointed. The enlightenment that contemporary British elementary school mathematics curriculum brings to us is as follows: steadily advance curriculum reform, pay attention to the effect of curriculum reform; make flexible curriculum goal, pay attention to teaching according to aptitude, pay attention to the pluralism and flexibility of curriculum evaluation, pay attention to teachers' participation; The unity and diversity of curriculum content, pay attention to school autonomy.
【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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