21世纪小学数学教材的国际发展趋势研究——基于对10个国家12套小学教材的分析  

Research on International Development Trends of Primary Mathematics Textbooks in the 21st Century——Based on the 12 Sets of Primary School Textbooks from 10 Countries

作　　者：蒲淑萍[1,2] 宋乃庆[3] 邝孔秀[4] Pu Shuping Song Naiqing Kuang Kongxiu

机构地区：[1]西南大学数学博士后流动站 [2]重庆师范大学 [3]西南大学 [4]湖州师范学院

出　　处：《教育研究》2017年第5期144-151,共8页Educational Research

基　　金：国家社会科学基金"十二五"规划2012年度教育学重点课题"中小学国际理科教材比较研究(小学数学)"(课题批准号:AHA120008)的研究成果

摘　　要：通过对美、英、法等10个发达国家与我国教材的比较研究,从教材编写理念、教材编写形式、教材难易度和教材广度等方面探讨了21世纪国际小学数学教材的发展状况。研究表明,我国小学数学教材在编写理念与编写形式上与发达国家基本同步,难易度和广度都比较适中。其中,教材难易度在10个国家、12套教材中居于第四位,广度居于第六至第七位。推动我国课程与教材的逐步发展与完善,需要处理好生活化与数学化的关系;破解平衡化与选择性兼容并包的教学难题;积极应对教材信息化建设的挑战;以课程"循环—发展"理论为指导,促进课程与教材建设。In order to clarify the international development trends of primary mathematics textbooks in the 21st century, a comparative study on primary mathematics textbooks has been carded out. 12 sets of textbooks of l0 developed countries from America, UK, France, etc., have been analyzed on the four main aspects such as the concept, form, difficulty and scope. It is found that the compiling ideas and compiling forms of our primary mathematics textbooks are in sync with developped countiries, and the difficulty and scope of our textbooks are all moderate. Among which, the difficulty ranks number 4, and the content scope ranks from 6 to 7 in the 12 sets of textbook of 10 developed countries. Promoting the gradual development and perfection of curricula and textbooks in our country, we should deal well with the relationship between ＂life＂ and ＂mathematics＂, solve the teaching problem of integrating ＂balance＂ with ＂selectivity＂, respond actively to the challenges of the textbooks informatization construction, abide by the curriculum theory of ＂cycle development＂, and effectively promote the construction of curricula and textbooks.

关 键 词：小学数学教材 课程 教材编写 

分 类 号：G623.5[文化科学—教育学]