摘要
小学数学核心素养体系的建构是当前基础教育阶段重要的教育研究议题。采用NVivo 12.0编码统计分析,通过对美国、英国、澳大利亚、日本、新加坡现行的小学数学课程目标组成要素及内涵进行比较,从课程价值取向、内涵等维度析出小学数学核心素养的类别以及内涵的层级结构。研究发现,认知过程取向、人本主义取向、社会重建主义取向是建构小学数学核心素养框架和指标的根本价值取向;并结合专家意见,初步建构五项小学数学核心素养组成要素及其内涵。
The construction of the key competency system of mathematics in primary school is an important educational research topic in the current basic education stage.This study used NVivo 12.0 coding statistical analysis to compare the constituent elements and definitions of the mathematics curriculum of primary school in five countries including the United States,United Kingdom,Australia,Japan and Singapore,and to extract the categories and hierarchical structure of the key competency of mathematics in primary school from the curriculum orientation and connotations.The study found that the orientation of cognitive process,the orientation of humanistic conception and the orientation of social restructure are the fundamental value orientations for constructing the framework and indicators of the key competency of mathematics in primary school.Combined with opinions from experts,this study preliminarily constructed the elements and definitions of the key competency of mathematics in primary school.
作者
何璇
马云鹏
He Xuan;Ma Yunpeng(Teachers'College,Beijing Union University,Beijing 100101,China;Faculty of Education,Northeast Normal Universiy,Changchun Jilin 130024,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2020年第2期92-98,共7页
Curriculum，Teaching Material and Method
基金
教育部人文社会科学青年基金项目“小学生数学核心素养生成机制研究”(17YJC880036)
北京联合大学人才强校优选计划。
关键词
课程目标
课程价值取向
小学数学核心素养
内涵
质性研究
curriculum goals
curriculum value orientation
key competency of mathematics in primary school
connotation
qualitative analysis
