TIMSS测试的认知诊断评价标准下中美学生数学能力比较  

Difference between Chinese and American Students on Mathematics Capability under the Evaluate Criterion of Recognition Diagnosis in TIMSS

作　　者：张伟平[1] 

机构地区：[1]上海师范大学数理学院

出　　处：《数学教育学报》2010年第4期66-69,共4页Journal of Mathematics Education

基　　金：上海市教育科学研究市级项目——课堂观察技术和诊断方法的开发与应用研究(B09051);上海师范大学校级科研项目——中美微积分教育比较(SK200825);上海师范大学博士科研启动基金——数学教学中无限观培养的发展研究(PL802)

摘　　要：在国际认知诊断评价标准之一裁定划分模式（RSM）下，将TIMSS测试中的数学能力属性划分为3个维度：内容属性，过程属性，技能属性．在内容属性方面，应发扬我们的双基优势，保持适度的数学知识和问题难度的要求，关注知识的数学本质，加强概率、统计知识的教学；对于过程属性，在强调数学语言和符号的同时，应注重知识的多元表征，以多种方式呈现知识：在技能属性上，应保持数学知识和问题的内在数学联系，保持通达变式及推理，从而发展学生提出和解决数学问题能力．Under the cognitive diagnostic evaluation criteria the rule space model （RSM）, the property of mathematics capacity in TIMSS test is divided into three dimensions： content attributes, process attributes, skills attributes. In the case of content attributes, we need to develop our two-base advantage, to maintain an appropriate mathematical knowledge and problem difficulty requirements, concerning the mathematical nature of knowledge, strengthening the probability, statistical knowledge of teaching; On the process of property, we should emphasize mathematical language and symbols as well as multi-representation of knowledge, presenting knowledge in various ways; In the case of the skill attributes, we should maintain the inherent contacts of mathematical knowledge and problems, maintaining accessibility variant and reasoning to develop students＇ ability to propose and solve mathematical problems.

关 键 词：TIMSS测试 认知诊断评价 中美学生 数学能力 

分 类 号：G442[哲学宗教—心理学]