新中国小学数学课程内容知识量的演变及其启示  

The Development Process of Knowledge Amount of New China's Primary Mathematics Curriculum Content and its Enlightenment

作　　者：叶蓓蓓[1,2] 吕世虎[2] 刘瑞娟[2,3] 

机构地区：[1]广西师范大学教育科学学院,广西桂林541004 [2]西北师范大学教育学院,甘肃兰州730070 [3]兰州市东郊学校,甘肃兰州730000

出　　处：《课程．教材．教法》2014年第12期87-93,共7页Curriculum，Teaching Material and Method

基　　金：2010年度国家社科基金重大项目"中国百年教科书整理与研究"(10&ZD095)的子课题"中国小学数学百年教科书整理与研究";全国教育科学"十二五"规划2011年度教育部重点课题"改革开放以来中国中小学数学课程发展史研究"(GIA117002)的研究成果之一;广西"八桂学者"项目"民族地区教育发展研究"专项资助;西北师范大学2013年博士生访学项目资助

摘　　要：新中国成立以来,小学数学课程内容知识范围越来越大,知识领域保持不变,知识块、知识单元数量由少增多,知识点的变化呈现正弦曲线变化,变化幅度由大到小。基于此,提出以下对我国小学数学课程内容变革的启示:课程内容的选择应处理好传统与现代的关系,内容现代化应与小学生认知水平相适应;课程内容知识类型的拓展应处理好"陈述性知识"向"过程性知识"的渐进,并与小学教师专业知识水平相适应;课程内容知识量的确定应该通过广泛调查与恰当试验等多种方式,与我国小学教育实际相结合。Since founding of the PRC, knowledge ken of the primary mathematics curriculum content is growing as following： knowledge areas keep unchanged, knowledge blocks and unit increased fast, knowledge points shows the Sine Curve and gradually increased. Based on this point, the following enlightenment was given to the current primary mathematics curriculum content reforming： （1） the selection of the curriculum content should balance the relation of tradition and modernization and the modernization should be adapted to the primary students＇ cognition; （2） the expanding of knowledge type of curriculum content should handle the gradual of ＂declarative knowledge＂ to ＂procedural knowledge＂ and be suitable to the level of teachers expertise; （3） the arrangement of knowledge amount of curriculum content should keep by various ways of extensive investigation and proper test and be adapted to our primary education and reality.

关 键 词：新中国 小学数学 课程内容 知识量 演变 启示 

分 类 号：G623.5[文化科学—教育学]