摘要
上海学生在国际学生评估项目(PISA)中的杰出表现引起了英国政府的高度关注和极大兴趣,中英数学教师交流项目应运而生。在交流实践中,笔者发现:参与交流项目的英方学校中,英国数学教师学科专业基础比较薄弱,在学校缺乏专业发展的机会;学校拥有较大的课程自主权,但缺乏高水平的数学教科书作为指导教学的重要依据;课堂注重差异教学,强调复习而无教学引入;教师很少采用启发式的教学方法,设计的习题也缺少变化;解决问题具体直观,缺乏抽象概括的方法;课后作业少。
Shanghai students＇ outstanding performance in PISA attracted great attention and interest from England government, thus England-China Mathematics Teacher Exchange Project was triggered. Based on the sample of the England schools participating in the Project,it reveals that the subject matter foundation of mathematics teachersis relatively weak,and they lack opportunities of professional development in school. Furthermore England schools have high autonomy in curriculums, but they lack high-level mathematics textbook as a guide for teaching. Mathematics classes pay more attention to teaching students in accordance with their aptitude and exercises, but without introduction in mathematics classes. Teachers do not use heuristic way for teaching mathematics. Tasks and exercises are less varied. Mathematical way is more concrete and visualized, and less abstract and generalized. Little homework is assigned to students.
出处
《比较教育研究》
CSSCI
北大核心
2016年第8期24-29,56,共7页
International and Comparative Education
关键词
中英数学教师交流
数学教师
数学课程
课堂教学
England-China mathematics teacher exchange
mathematics teachers
mathematics curriculum
classroom teaching
