国际数学成就比较和教材评价  

Chinese Elementary and Middle School Mathematics Text Assessment: Reflections on International Mathematics Achievement Comparison

作　　者：吴仲和[1] 

机构地区：[1]National大学 美国

出　　处：《数学教育学报》2008年第1期20-29,共10页Journal of Mathematics Education

摘　　要：从学生的数学成绩、数学认知水平、数学学习态度检测数学教学大纲的贯彻情况是一种行之有效的方法．调查对象分布在我国10个城市，60所中小学，7777名四年级和九年级学生．我国小学和初中学生在数学成绩、数学认知水平、数学学习态度方面与国外（地区）学生相比，其情况如下：在所测的学生中，学生的水平与期望的水平有差距，不同地区的学生在数学成绩和学习态度上有较明显差异，学生学习数学的信心随年龄增长而降低．研究表明，增加一些数学与科学相结合的综合课程对学生提高认识数学的社会价值和提升正面态度是有帮助的．建立有我国特色的国家数学教育的教、学、评价机制有助于贯彻新标准．Using student mathematics achievement, mathematics cognitive domain, and attitude toward mathematics learning can be effective ways to assess implementation of the standard-based mathematics curriculum. This article summarized fourth and ninth grade students＇ mathematics achievement, mathematics cognition, and mathematics attitude and compared the results to their international counterparts. Data were collected from 10 cities, 60 schools, and 7 777 students. The results showed that： 1） students did not reach the higher achievement as they were expected to, 2） there were high learning achievement and mathematics attitude gaps between students in different cities, and 3） students＇ mathematics attitude decreased as their age increased. The study indicated that integrated mathematics and science might enhance student mathematics attitude. It also suggested that establishing national level of mathematics teaching, learning, and assessment systems would help educators in implementing mathematics curriculum.

关 键 词：数学大纲 数学课本评价 数学教与学 数学教育评价 

分 类 号：G40-059.3[文化科学—教育学原理]