大陆与台湾地区义务教育数学课程目标的比较研究及其启示

运用文献分析法和比较研究法,从数学课程目标的体系和数学课程目标内容两个维度对大陆和台湾地区现行义务教育数学课程目标进行比较研究。结果表明,两岸数学课程体系都是自上而下表述课程目标且表述方式具体、明确,层次性和可操作性强;两岸数学课程都重视学生知识、能力和情感的全面发展;两岸数学课程都追求社会本位、学生本位和知识本位相协调的价值取向。两岸数学课程目标的不同点在于：大陆的课程标准比较重视发挥数学课程的教育性功能,而台湾地区的课程纲要突出强调学生的能力发展;在课程目标的价值取向上,大陆课程标准表述更加关注学生本位,台湾地区课程纲要表述比较倾向知识本位。在未来数学课程改革中,两岸数学课程应该相互借鉴,取长补短。     

海峡两岸数学新课程标准的比较和分析

新世纪之初,世界各国、各地区为了促进经济和社会发展,纷纷进行了课程教育的改革。我国台湾省与祖国大陆同宗同源,在传统文化上一脉相承,虽然由于政治、经济制度不同,文化与意识形态的价值取向略有区别,但两岸在教育的众多方面的联系却非常密切。因此,了解两岸初中数学课程改革,对我们新的教育教学工作,不无借鉴作用。一、从《标准》目标上比较祖国大陆《标准》总体目标是:根据《基础教育课程改革纲要(试行)》,结合数学教育的特点,《标准》明确了义务教育阶段数学课程的总体目标,并从知识与技能、数学思想、解决问题、情感与态度等四个方面…     

海峡两岸数学课程基本理念的比较研究——以义务教育阶段数学课程为例

对两岸义务教育阶段数学课程基本理念进行了介绍与比较.从数学教育学、教学心理学等角度研究了两岸数学课程理念的共同点,以及这些共同点所具有的核心价值;同时也分析了两岸课程理念各自的特色,以及两岸数学教育存在的差异.针对我们数学教育存在的不足,从多个方面提出了相应的建议.     

海峡两岸数学课程基本理念的比较研究——以义务教育阶段数学课程为例

对两岸义务教育阶段数学课程基本理念进行了介绍与比较.从数学教育学、教学心理学等角度研究了两岸数学课程理念的共同点,以及这些共同点所具有的核心价值;同时也分析了两岸课程理念各自的特色,以及两岸数学教育存在的差异.针对我们数学教育存在的不足,从多个方面提出了相应的建议.     

人教版初中数学教材中数学史的调查分析

引言20世纪70年代以来,关于数学史与数学教育的研究不断深入·进入21世纪以后,世界上许多国家先后进行了中小学数学课程改革,改革的一个重要方面就是注重对数学文化与数学本质的探讨,让数学史融入数学课程,以期通过数学史与数学课程     

对新加坡小学数学课程特色的分析

新加坡小学数学课程有五个基本特点:以解决数学问题为课程的中心,形成五个要素相融合的课程框架,构建差别化的课程体系,两种评价方式并重,强调信息技术的重要性。从这些特点中我们可以看到东方和西方文化在新加坡小学数学课程改革过程中的对话与交融。新加坡小学数学课程改革有其特有的社会经济文化背景,以解决问题为中心的小学数学课程改革,体现了新加坡教育改革的基本理念,也反映了新加坡社会变革的基本趋势。     

中职学校数学课程改革的探索与思考

数学课程作为中等职业教育重要的文化基础课程之一,是许多专业课程学习中不可缺少的工具,数学课程改革对专业课程改革也具有一定的促进作用。分析了中职学校数学课程改革的必要性,提出了数学课程改革的策略,为提高课堂教学实效,提升学生数学素养,使学生将来高质量就业和终身发展奠定了良好的基础。     

新课程理念下数学史教育价值的实践探索

20世纪70年代以来,关于数学史与数学教育的研究不断深入。进入21世纪以后,世界上许多国家先后进行了中小学数学课程改革。改革的一个重要方面就是注重对数学文化与数学本质的探讨,让数学史融入数学课程,以期通过数学史与数学课程的整合来体现数学的科     

基于数学文化的数学课程改革

通过对数学文化的理解,分析数学课程改革发展的趋势,从教学教育观、教学内容、教学方式、评价方式等诸方面阐述教师寓数学文化于数学课程与教学的思考.     

数学文化与数学课程教学

数学文化是人类的基本文化．这在新一轮数学课程改革中已得到充分的关注。要使数学课程更好地体现数学文化的途径有三：第一,更新数学教育理论;第二,优化数学课程内容;第三,改变数学学习方式。     

古汉语文化同义词的同义连用现象分析

同义连用是古汉语中的一种普遍现象,古汉语文化同义词的同义连用现象也很多,我们可以通过对由其组成的双音同义复合词的词义和结构形式的分析加深对古汉语文化同义词的认识。     

Comparing Examination Standards: is a purely statistical approach adequate?

There has recently been a renewed interest in three types of comparability of standards in the United Kingdom [1] public examination system: between years, between subjects and between the six examination boards. Whilst comparisons of raw grade distributions are now generally acknowledged to be invalid indicators of relative standards, comparisons are regularly made for this purpose between adjusted grade distributions. Such adjustments are typically the result of statistically controlling for some of the relevant variables. The dangers of such an approach are that only easily quantifiable variables are used in the adjustment and that any residual differences between distributions will automatically be attributed to difference in standard. Using candidate‐level data from four 1994 Advanced level (A level) [2] mathematics examinations (designed for 18‐year‐old students), and paying particular attention to the Schools’ Mathematics Project (SMP) 16‐19 [3] syllabus, the paper reports on two such analyses. It then discusses some reasons why attributing differences in the adjusted grade distribution to differences in standard could be invalid. Whilst the study focuses on four A level mathematics syllabuses, the same principles apply irrespective of the context in which statistical comparisons of examination results are made. The methodologies, their shortcomings and the pleas for caution are not, therefore, specific to this study, this type of comparison or this examination system.     

古代中西方数学比较谈：文化与普适性

为顺利地进行跨文化交流和沟通,以《九章算术》和《几何原本》这两部中西方数学著作为例,从文化与普适性的视角,比较和分析古代中西方数学的异同点,总结其反映的两种文明的不同哲学思想及其对社会文化的影响,阐述科学技术与文化发展的相互关系,从而提出数学作为一种普适性的语言,可用来实现全球化背景下的跨文化交流。     

关于数学文化与艺术的探讨

数学文化的含义包括两个方面：作为人类文化的子系统的数学文化,它所涉及的是数学与其他文化系统,与整个文明的关系;数学本身作为文化系统,它的发生、发展及其结构。它是构成整个人类文化的一个有机组成成分。本文从5个不同侧面欣赏了数学文化。     

也谈数学文化与数学教育的关系——兼与张楚廷先生、黄秦安先生商榷

中西数学文化存在着巨大差异。目前国内一些有关数学文化的研究忽略了数学文化观研究的理论特性。数学文化应讨论的主要问题有：关于数学文化的中西方差异的厂家及关于中西方数学教育存在的文化心理和价值观念的研究。数学文化的研究至少在以下3方面对我国数学教育具有启示作用：中国数学教育的技艺型文化价值取向；中国传统数学价值观与现代西方数学教育方式共存；数学文化具有的地域性、民族性特征。     

The CXC mathematics examination: A caribbean innovation in assessment

In the last decade a new examination system (CXC) has been developed in the Caribbean. This includes mathematics examinations which incorporate three major innovatory features. These are as follows: Increased information on candidates' performance. A high degree of consultation and social concern in the development and implementation of the syllabuses. The syllabus conceived in a broader sense as a curriculum.     

The Influence of Culture on Students’ Mathematics Achievement Across 51 Countries

The results of international large-scale assessments have shown that countries vary considerably in their mathematics performance. Culture has been suggested as a possible cause for the national difference, but insufficient empirical research has been conducted to investigate the effect of culture on mathematics achievement. Based on Hofstede’s conceptualization of culture, the present study examined the relationship between national culture and students’ mathematics achievement by analyzing data from 51 countries using two-level hierarchical linear modeling. The results showed that national culture played an important role in shaping mathematic achievement. It accounted for 23.89% of the country differences in mathematics performance after controlling for student gender, family socioeconomic status, and national GDP per capita. One cultural dimension “long-term orientation” had a strong positive association with mathematics achievement. The implication of the findings is discussed, followed by a discussion of issues regarding employing culture dimensions theory in mathematics education.     

谈国家高中数学课程标准研制的理念

高中数学课程标准研制的理念面对21世纪的挑战，应从中国国情出发，关注学生，着眼于未来公民的数学素养并体现数学科学性、技术性；强调学生在教学过程中的主动性并坚持学生主体性与客体性的统一；立足我国实际并借监国外经验制定符合社会发展实际的高中数学课程标准；注重学生认知心理发展特点并立足终身教育，为不同学生选取不同内容；加强与其它学科的联系并为学生提供发展综合能力的素材；改革一纲多本为多纲多本并体现民族特色。     

Statistics Within Technician Courses

Two of the newer bodies producing syllabuses for the 16 to 19 year age range are the Technician Education Council (TEC) and the Business Education Council (BEC). Trevor Easingwood, the chairman of the joint BEC/TEC committee for mathematics and statistics, describes the background to the statistics in the TEC courses.     

Undermining Gender Stereotypes: examination and coursework performance in the UK at 16

Gender‐related differences in performance are a major concern in the public examination system in the UK which is undergoing major changes in both subject content and assessment technique. This is particularly so because the pattern of gender‐related performance is also changing. The paper examines these changes and challenges some of the current assumptions about gender related performance. In 1992 The University of London Examinations Council (ULEAC) and The National Foundation for Educational Research (NFER) investigated the extent to which the structures and assessment techniques used within the General Certificate of Secondary Education (GCSE) actually amplify or reduce the gender‐related differences that exist in examination outcomes. Evidence was collected which suggested that coursework plays only a minimal role in explaining substantial differences in English and mathematics. Teacher and pupil expectations, entry policies and emphases within syllabuses seem to be more significant factors when accounting for the differences. The gender‐related patterns of performance in the GCSE are parallel to wider trends at an international level.