课程难度模型:我国义务教育几何课程难度的对比  

A Model of Degree of Difficulty of Course:Contrast of Difficulty Degree of Geometry Course in China's Compulsory Education

作　　者：史宁中[1] 孔凡哲[1] 李淑文[1] 

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2005年第6期151-155,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：全国教育科学"十五"规划重点课题<基础教育新课程新教材研制开发机制与质量监控的研究与实践>(项目批号:BHA030025)

摘　　要：本文从影响课程难度的三个主要因素入手,构建了刻画课程难度的定量模型N=αS/T+(1-α)G/T,并以我国义务教育阶段几何课程中的典型主题(即知识块)为例,进行了具体分析。本文提出的思路与方法对课程评价研究具有良好的普适性。This article starts with analyzing that influences the three main factors of the difficulty degree of the course, has structured a model N - a （S/T） ＋ （1 - a）G/T which portrays the degree of difficulty of course, and as the example with typical themes （namely knowledge one） in course of the geometry of stage of compulsory education, has made a concrete analysis of the whole degree of difficulty of course of these themes. The study on appraisal field of course of the method that this text puts forward will be inspired.

关 键 词：课程难度 课程深度 课程广度 课程时间 可比深度 可比广度 平面几何 

分 类 号：G423.04[文化科学—课程与教学论]