摘要
数学课程在所有国家的基础教育中都具有重要的地位,它从预期的课程到实现的课程的实施过程必须保持数学教育思想等方面的一致性.通过对传统的3类数学课程即预期的课程、实施的课程和实现的课程的分析,提出不同课程之间应该具有一致性;通过对第四类课程即潜在的实施课程进行分析,研究表明该课程符合一致性;对第五类数学课程即准实施课程进行分析,结合实例简要说明了应如何进行教材分析,表明第五类课程也符合一致性.
The mathematics curriculum occupies an important position in the basic education in all countries.Its implementation process from the expected curriculum to the attained curriculum must maintain the consistency of the mathematics education ideas and other aspects.First,through the analysis of the traditional three types of mathematics curriculum,namely,the expected curriculum,implemented curriculum and attained curriculum,it is proposed that there should be consistency between different curriculums.Then,it analyzes the fourth type of curriculum,which refers to the potential implemented curriculum,and confirms that the curriculum should also conform to the consistency.Finally,it also analyzes the fifth type of mathematics curriculum,namely,quasi-implemented curriculum,and briefly explains how to analyze the teaching textbooks with examples,indicating that the fifth type of mathematics curriculum also conforms to the consistency.
作者
张晓贵
ZHANG Xiao-gui(The College of Mathematics and Statistics of Hefei Normal University,Anhui Hefei 230601,China)
出处
《数学教育学报》
CSSCI
北大核心
2022年第2期77-81,共5页
Journal of Mathematics Education
基金
安徽省高校人文社科重点项目——教材研究:教师专业发展的有效途径——以数学学科为例(SK2020A0145)
安徽省教学团队项目——数学学科教学论教学团队(2020jxtd215)
安徽省高校人文社科重点项目——专业认证视阈下数学师范生教学技能评价体系的构建研究(SK2020A0110)。
关键词
数学课程
一致性
准实施课程
mathematics curriculum
consistency
the quasi-implemented curriculum
