新课程背景下中澳两国数学教师教学能力的比较研究——以加强数与代数学习之间的衔接为例  

Curriculum Reform in Mathematics:How Well Do Teachers Connect Arithmetic Learning and Algebraic Thinking

作　　者：章勤琼[1,3] 徐文彬[2] Max Stephens 

机构地区：[1]西南大学数学与统计学院,重庆400715 [2]南京师范大学课程与教学研究所,江苏南京210097 [3]墨尔本大学教育研究生院,澳大利亚墨尔本3010

出　　处：《课程．教材．教法》2011年第11期59-65,共7页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十一五”规划教育部重点课题“和谐学校文化建设和课程教学的关系研究”(DHA090189);澳大利亚墨尔本大学与维多利亚州儿童发展与教育部联合项目Teacher capacity as a key element of national curriculum reform inmathematics:A comparative study between Australia and China(2011_000988);西南大学2009年度中央高校基本科研业务费专项资金项目——基于数学教师PCK的中澳基础教育数学课程改革比较研究(SWU0909686)

摘　　要：中国与澳大利亚最新的国家数学课程标准都特别强调数与代数学习衔接的重要性。运用问卷，从以下四个方面分析、比较中澳两国数学教师在这一。问题上的辛学能力：相关数学知识，对数学课程标准理念的解读，对学生数学思考的理解，寅期与长期的教学计划。结果表明，中澳数学教师在总体能力上水平相近，中国教少对于数学知识的理解更为清晰，而澳大利亚教师则在对学生数学思考的理解上表劫得更好。与此同时，在推行国家数学课程标准时。Closer connection between the learning of number and algebra has been Valued in new nationalmathematics curriculum in both China and Australia. This exploratory study seeks to characterise teachers＇ capacity to help students corm ect arithmetic learning and emerging algebraic thinking. The study is based on questionnaire given to Australian and Chinese teachers, comprising seven students＇ Solutions of subtraction sentences. Teachers＇ responses to the questionnaire were analysed in terms of four categories, knowledge of mathematics, interpretation of the intentions of the official curriculum documents, understanding of students＇ thinking, and capacity to design appropriate instruction in the short and long term. These four categories form the basis of our construct of teacher capacity. We argue finally that teacher capacity should be regarded as a key element in the developnvent and implementation of National Curriculum in Mathematics in both countries.

关 键 词：国家课程 中澳比较 数学教师 教学能力 数与代数 

分 类 号：G623.5[文化科学—教育学]