课程内容研究的新视野--TIMSS课程分析工具“主题追踪图”的演进与启示  

Development and Enlightenment of TIMSS Curriculum Analysis Tool-Topic Trace Mapping——A New View of Curriculum Content Research

作　　者：张新宇[1] 袁智强[2] 占小红[3] 

机构地区：[1]华东师范大学心理与认知科学学院,上海200062 [2]福建师范大学数学与计算机科学学院,福建福州350007 [3]华东师范大学化学系,上海200062

出　　处：《比较教育研究》2011年第1期76-80,共5页International and Comparative Education

基　　金：教育部人文社会科学重点研究基地重大项目“当代中国科学教育转型研究”(07JJD880232)基金资助

摘　　要：美国密歇根州立大学施密特教授等人研究开发并完善的TIMSS"主题追踪图"作为重要的整体性课程分析工具,其使用的建模方法有效弥补了传统研究方法的不足。本文通过检索"主题追踪图"的演变轨迹,认为基于该工具的国际课程比较能全面反映各国课程在主题选择与组织层面的异同,而构建的课程连贯性理想模型更是提供了一种全新的课程内容研究思路与范式。TIMSS Theme Track Map＇ （TFM）developed by Professor Schmidt is an important tool for analyzing the curriculum in the holistic view. The modeling method used has made up the deficiencies of traditional research methods effectively. Through tracking the evolution of the tool, we think that the international curriculum comparison based on this tool can fully reflect the similarities and differences in the topic selection and organization of curriculum in many countries. Its Ideal Scenario of Coherence for Curriculum （ISCC）has provided a corn pletely new idea and paradigms for curriculum content research.

关 键 词：“主题追踪图” 课程比较 TIMSS 课程连贯性理想模型 

分 类 号：G423[文化科学—课程与教学论]