摘要
借鉴他国较完备的课程标准有利于进一步完善我国的课程标准,也有利于教师改进教学。将中国与安大略省数学课标进行比较后发现:两国数学课标在数学知识的内容上基本一致,但各内容所处的位置不一致;2020版安大略省数学课标更偏向“自我意识”和“与他人的交流”,我国2022版数学课标则更偏向适应社会生活。另外,2020版安大略省高年段数学课标会重复前面所学的内容,导致全文篇幅巨大;2020版安大略省数学课标中的“大概念”是有联系的且具有连续性和渐进性。建议调整课标编排顺序,注重教学目标的“三本位”融合;教师注重综合与实践的教学,少数民族地区教师承担课程标准民族化的主要责任。
Drawing from the more comprehensive curriculum standards of other countries can be beneficial for further improving China’s curriculum standards and also for teachers to improve their teaching. A comparison between China and the province of Ontario in Canada’s mathematics curriculum standards reveals that the two countries’ mathematics curriculum standards are essentially consistent in terms of mathematical knowledge content, but the positions of each content are different. The 2020 version of the Ontario mathematics curriculum standards is more inclined towards “self-awareness” and “communication with others”, while the 2022 version of China’s mathematics curriculum standards is more inclined to adapt to social life. Additionally, the 2020 version of the Ontario mathematics curriculum standards for higher grades repeats the content learned earlier, resulting in a very lengthy document;the “big ideas” in the 2020 version of the Ontario mathematics curriculum standards are interconnected and have continuity and progressiveness. It is suggested to adjust the arrangement order of the curriculum standards, focusing on the integration of the “three-standard” teaching objectives;teachers should pay attention to comprehensive and practical teaching, and teachers in ethnic minority areas should take on the main responsibility for the localization of the curriculum standards.
出处
《教育进展》
2024年第6期1389-1395,共7页
Advances in Education
