澳大利亚Nelson小数数学教材编写特点研究——基于知识学习的视角  

Researching on the Characteristics of the Nelson Mathematics Textbooks Written in Australia ——Based on Knowledge Learning Perspective

作　　者：王宽明[1] 刘兴福[1] 

机构地区：[1]贵州师范大学数学与计算机科学学院

出　　处：《数学教育学报》2016年第4期54-58,共5页Journal of Mathematics Education

摘　　要：澳大利亚数学教育重点在于发展学生数学理解、逻辑推理、分析思考过程等,该目标的达成需依赖具体的知识学习.研究从知识内容、知识呈现、目标要求以及与知识学习匹配的数学问题4个维度探讨澳大利亚小学数学教材的编写特点.结果表明,澳大利亚小学数学教材的知识学习内容在数量上变化不大,但空间、数的内容所占分量较大,推理、策略方面的内容是教材中重要的内容;教材编排体现了目标要求与学生知识学习心理顺序的一致性;在知识应用上,数学问题呈现强调生活情境;在问题的性质方面,有意义问题随年级递增,机械性问题递减.The Australian Mathematical education focuses on developing students＇ understanding of mathematics, logic, analytical thinking process, the goal should be dependent on the specific knowledge learning. Research from the characteristics of the preparation knowledge content, knowledge representation, knowledge learning goals and with four dimensions of mathematics problem matching of primary school mathematics textbooks in Australia. The results show that the primary school mathematics textbooks, a little change in Australia knowledge content in quantity, space, number of share of larger, reasoning, strategy aspects become an important content in the teaching material; teaching embodies the objective requirements and students＇ learning psychology sequential consistency; in the application of knowledge, mathematics problems show that the life situations; property issues, significant problems with the grade increasing, but mechanical problems is decreasing.

关 键 词：澳大利亚小学数学教材 知识内容 知识呈现 数学问题 

分 类 号：G40-059.3[文化科学—教育学原理]