四边形课程难度的定量分析比较  

Quantitative Analysis and Comparison of the Degree of Difficulty of Course about the Quadrangle

作　　者：孔凡哲[1] 史宁中[1] 

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《数学教育学报》2006年第1期11-15,共5页Journal of Mathematics Education

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(BHA030025)

摘　　要：“四边形”是我国初中数学非常重要的课程内容.利用课程难度定量模型N=αS/T+(1?α)G/T,对我国初中阶段“四边形”的课程难度进行定量分析和比较,可以在我国几何课程改革发展方面得到如下启示:无论是“窄而深”的课程设计模式还是“广而浅”的课程设计模式,都会影响课程难度;如果希望课程难度保持不变,那么,较高的课程可比广度则必然对应较低的课程可比深度.＂Quadrangle＂ was a course content with very important mathematics of junior middle school of stage of compulsory education of our country, this article utilized the quantitative model of degree of difficulty of course N = αS/T ＋ （1-α）G/T, carry on quantitative analysis and comparison to the degree of difficulty of ＂quadrangle＂ course of junior middle school of stage of compulsory education of our country, so as to obtain some enlightenment about course reform and development of geometry of our country.

关 键 词：课程难度 四边形 可比深度 可比广度 定量 比较 

分 类 号：G421[文化科学—课程与教学论]