摘要
利用文献法与内容分析法对《义务教育数学课程标准(2011年版)》与《义务教育数学课程标准(2022年版》中“核心概念”与“核心素养”进行比较与分析,发现两者之间具有三个方面的变化,即从无到有:增加了核心素养的内容成分;从粗到细:阐释了核心素养的基本内涵;从表到里:揭示了核心素养的本质意蕴。为课程标准的实施提供借鉴,应注重核心素养不同学段的衔接,应落实指向核心素养的课堂教学,应构建核心素养的增值评价指标,应强化核心素养与考查的一致性。
By using literature method and content analysis method,this paper compares and analyzes the"the key concepts"and"the key competences"in the Mathematics Curriculum Standards for Compulsory Education of 2011 edition and 2022 edition,between which three changes are found,namely,from scratch:increasing the content of the key competences;from coarse to fine,explaining the basic connotation of key competences;from the external to the internal,revealing the essence of key competences.In the process of implementing the new curriculum standard,attention should be paid to the connection between the key competences of different stages,and classroom teaching aiming at the key competences should be carried out.Value-added evaluation index of the key competences should be constructed,and consistency between the key competences and examination should be strengthened.
出处
《天津师范大学学报（基础教育版）》
CSSCI
北大核心
2022年第3期1-6,共6页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
2018年度教育部人文社会科学研究一般项目“新疆薄弱学校教师的知识贫困及援助策略研究”(18XJJC880002)
唐山师范学院科研基本项目“高中数学教师核心素养结构体系与培养策略研究”(2022C01)阶段性成果。
