现行教科书课程难度的静态定量对比分析——以初中数学课程标准实验教科书“不等式”、“四边形”课程内容为例  

Quantitative Contrast Analysis about the Degree of Difficulty of Present Textbook——Take INEQUALITY and QUADRANGLE of the Mathematics Course Standard Experiment Textbook of the Junior Middle School as the Example

作　　者：孔凡哲[1] 史宁中[1] 

机构地区：[1]教育部东北师范大学基础教育课程研究中心,吉林长春130024

出　　处：《教育科学》2006年第3期40-43,共4页Education Science

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>(编号:BHA030025)

摘　　要：进一步分析业已建立的课程难度定量模型N=αS/T+(1-α)G/T,以两个典型的课程内容为例,对我国现行的义务教育7-9年级(即初中)三套典型的数学课程标准实验教科书的课程难度进行定量的对比分析,进而对三套教科书与《全日制义务教育数学课程标准(实验稿)》的吻合程度进行比较,以此获取关于教科书课程难度定量对比分析的一般模式。This article utilizes the quantitative model N = （S/T）＋（ 1-）G/T, take two typical curricula contents as the example, carry quantitative comparison and analyses on the degree of difficulty of three typical textbook of mathematics course standard experiment of junior middle school in the compulsory education stage in our country, and compare three textbooks with identical degree of Mathematics Course Standard of Full-time Compulsory Education （experiment draft ）,so as to obtain some enlightenment about reform and textbook development of our country.

关 键 词：教科书 课程难度 可比深度 可比广度 比较 一般模式 

分 类 号：G423.3[文化科学—课程与教学论]