高中数学教材中例题的综合难度的国际比较  

A Cross-national Comparison on Composite Difficulties of Examples in High School Mathematics Textbooks

作　　者：王建磐[1] 鲍建生[1] 

机构地区：[1]华东师范大学数学系

出　　处：《全球教育展望》2014年第8期101-110,共10页Global Education

基　　金：国家社会科学基金"十一五"规划2010年度教育学重点课题"主要国家高中数学教材比较研究"(项目编号:ADA100009)的部分研究成果

摘　　要：数学教材中的例题在数学的教与学中具有多种功能;例题的难度也在一定程度上反映了教材的难度。本文利用一个综合难度模型,选取中国、美国、法国、俄罗斯、澳大利亚的六套高中数学教材,从例题的背景、数学认知、运算、推理、知识综合五个因素进行其水平分析,由此比较了各样本教材在例题上的难度特征,为我国的高中数学教材编写提供参考。Examples in mathematics textbooks play a multi-functional role in mathematics teaching and learning, and the difficulty of examples affects the difficulty of mathematics textbooks. With six sets of high school mathematics textbooks from China, the United States, France, Russia, and Australia as samples, the present paper uses a composite difficulty model to analyze the difficulty levels of examples in the textbooks with respect to 5 factors —— the problem context, the mathematical cognition, the computation complexity, the reasoning difficulty, and the topic coverage. The results compare difficulty characters of examples in the sample textbooks, which may provide references for the compilation of high school mathematics textbooks in our country.

关 键 词：高中数学 教材 综合难度 国际比较 

分 类 号：G633.6[文化科学—教育学]