中、澳、芬数学课程标准中内容分布的比较研究  

A Comparative Study of Content Settings of Mathematics Curriculum Standards from China,Australia,and Finland

作　　者：康玥媛[1] 曹一鸣[1] XU Li-hua David Clarke 

机构地区：[1]北京师范大学数学科学学院,北京100875 [2]墨尔本大学研究生教育学院,澳大利亚墨尔本3053

出　　处：《教育学报》2012年第1期62-66,共5页Journal of Educational Studies

基　　金：教育部“十一五”规划重点课题“数学课程改革的理念与教学示范一致性研究”(课题批准号:GOA107015)阶段性成果

摘　　要：以中国、澳大利亚维多利亚州、芬兰官方数学课程标准为研究对象,通过对三国数学课程标准的内容数量、结构框架、详略程度、要求程度、内容分布、内容变化方面进行比较发现:中国数学课程标准内容条目最多、最详细,其次是澳大利亚维州数量居中,芬兰最少、概括性强;三个国家数学课程标准中数与运算、几何内容都较其他内容所占比重更大、强调更多;中国数学课程标准在不同学段上所侧重的内容不同,呈动态变化趋势,而澳大利亚维州各学段各部分内容比重相当,随学段增长,不同内容所占比重无明显变化,芬兰不同学段内容设置不固定,内容所占比重也不固定,不受统一模式限制。The study investigated the mathematics curricula standards set by the governments in China, Australia （Victoria） and Finland in the aspects of the amount of content statements, the structure of content areas, level of details, level of requirement, the distribution of content, and the changes of content areas. The results show that China＇s mathematics standard has the biggest amount of and the most detailed content statements; that of Australia is in the second place; and Finnish standard has the least amount of content statements that are very general. The standards in all three countries emphasize numbers and operation and geometry. However, China＇s standards present a dynamic change, with different focus for different grades l Australian standards have similar proportion of each part of content for different grades and the amount of each part increases with grade; there is no fixed setting and proportion of content in Finnish standard, which is not confined by any mode.

关 键 词：课程标准 数学课程标准 内容分布 比较研究 

分 类 号：G632.3[文化科学—教育学]