| TIMSS 2019数学评价的框架、结果与启示 |
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| 引用本文： | 曾小平,曹一鸣.TIMSS 2019数学评价的框架、结果与启示[J].课程.教材.教法,2022,42(1):147-153. |
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| 作者姓名： | 曾小平 曹一鸣 |
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| 作者单位： | 首都师范大学初等教育学院,北京100048;北京师范大学数学科学学院,北京100875 |
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| 基金项目： | 北京市社会科学基金项目、北京市教委社科计划重点项目“数学核心素养的内涵构建与培育研究”(SZ20171002814)。 |
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| 摘 要： | TIMSS 2019数学评价发现,中小学生的数学学习成绩正在逐渐提高,达到国际基准的比例也在提高,并存在区域、性别、领域和认识差异。同时,家庭与学校环境、师生教学准备、学生数学学习态度和数学课程与教学等背景因素都影响数学学习。为了促进我国数学教育的健康发展,我们要继承中华优秀教育传统,吸收先进教育理念,更新数学课程内容,优化教育教学评价,培养积极学习态度。
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| 关 键 词： | TIMSS 2019 数学 评价 框架 |
The Mathematics Framework,Results and Revelation of TIMSS 2019 |
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| Zeng Xiaoping,Cao Yimin.The Mathematics Framework,Results and Revelation of TIMSS 2019[J].Curriculum; Teaching Material and Method,2022,42(1):147-153. |
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| Authors: | Zeng Xiaoping Cao Yimin |
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| Institution: | (College of Elementary Education,Capital Normal University,Beijing 100048,China;College of Mathematics Science,Beijing Normal University,Beijing 100875,China) |
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| Abstract: | The TIMSS 2019 mathematics assessment found that primary and secondary school students’ learning outcomes in mathematics are gradually improving and the proportion meeting international benchmarks is increasing,with regional,gender,domain,and cognitive differences.At the same time,background factors such as home and school environments,teacher and student readiness to teach and learn,student attitudes toward mathematics learning,and mathematics curriculum and instruction all influence mathematics learning.In order to promote the healthy development of mathematics education in China,we need to inherit the excellent Chinese educational tradition,absorb advanced educational concepts,update the content of the mathematics curriculum,optimize educational and teaching assessment,and cultivate positive learning attitudes. |
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| Keywords: | TIMSS 2019 mathematics assessment framework |
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