摘要
幼小数学课程目标的衔接是整个幼小数学课程衔接的关键环节,解读全美《州共同核心数学标准》K-1年级部分的内容,认为其在儿童心理与内容制定角度上较好地衔接了幼小数学课程目标。目前,我国幼小数学课程目标的衔接存在一定问题,需要制定幼(学前一年)小统一的数学课程标准;将数学作为学前教育中独立的学习领域;兼顾行为性与展开性的数学课程目标取向;注重幼小数学课程目标内容的衔接。
The consistency of mathematics curriculum objectives is the key problem of the whole consistency of mathematics curriculum. The author interprets the content of Common Core State Standards for Mathematics （K-l） and considers it a good example for the consistency of mathematics curriculum objectives on psychology of children and formulating of objectives content. At present, there are certain problems of consistency of mathematics curriculum objectives in our country. We need to formulate unified mathematics curriculum standards for kindergarten and primary school; to let mathematics as an independent learning field in pre- school education; to combine process and behavioral orientation of mathematics curriculum; to focus on the content consistency of mathematics curriculum.
出处
《大理学院学报（综合版）》
CAS
2012年第10期83-86,共4页
Journal of Dali University
关键词
幼小衔接
数学课程目标
《州共同核心数学标准》
目标取向
the consistency between kindergarten and primary school
mathematics curriculum objectives
Common Core State Standards for Mathematics
objective orientation
