美国数学资优生教育:是非与评述  

Educating Mathematically Gifted Student in the United States

作　　者：巩子坤[1] 何声清[2] 殷文娣 江春莲[3] GONG Zi-kun1, HE Sheng-qing2, YIN Wen-di1, JIANG Chun-lian3(1. Faculty of Science, Hangzhou Normal University, Zhejiang Hangzhou 310036, China; 2. Faculty of Education, Beijing Normal University, Beijing 100875, China; 3. Faculty of Education, University of Macao, Macao, Chin)

机构地区：[1]杭州师范大学理学院,浙江杭州310036 [2]北京师范大学教育学部,北京100875 [3]澳门大学教育学院,澳门

出　　处：《数学教育学报》2018年第2期29-37,共9页Journal of Mathematics Education

基　　金：浙江省哲学社会科学规划课题——儿童的概率概念认知策略及其发展研究(16NDJC004Z);教育部人文社会科学研究规划基金项目——6~15岁儿童的概率概念认知策略及其发展研究(15YJA880020)

摘　　要：从政策立法、甄别方法及培养方式3方面对美国数学资优生教育的＂是＂与＂非＂进行述评,并据此探讨美国数学资优生教育对中国的启示.美国建立了较为完善的联邦和州层面的资优生教育法律体系,明确了政府及学校的教育职责.美国数学资优生的甄别一般遵循＂从教师推荐到科学评估＂的流程,主要有3种方法：课堂观察和形成性评价、标准化测试和模型诱发活动.美国当前有关数学资优生培养的主阵地在一线的普通中小学;依托高等学校开展的各类非盈利性培养项目也是美国数学资优生教育的重要特色.在课程设置方面,美国数学资优生接受的课程以加速式和增润式为主.美国数学资优生教育对中国的启示有四：完善资优生教育立法,保障资优生教育经费,确保资优生能够在基础教育学校环境中尽早得到甄别与培养;建立健全资优生甄别评估系统;设置加速式和增润式课程齐头并进的高阶数学课程;建设专业化的师资队伍.The present study discusses the promises and challenges of mathematically gifted student education in the United States based on a variety of perspectives, including laws and regulations, identification, and cultivation. The United States has established comparatively systematic laws and regulations for gifted student education both at the federal and state levels, regulations which clarify the responsibilities of government and schools in terms of gifted student education. The identification of mathematically gifted students in the United States generally follows a process from teacher recommendation to standardized assessment, during which three methods are typically applied： classroom observation and formative assessment, standardized tests（i.e., regular academic tests and above-average tests）, and model-eliciting activities. The cultivation of mathematically gifted students mainly takes place in primary and middle schools; furthermore, many non-profit training programs organized by universities also play important roles in mathematically gifted students＇ education. In terms of curriculum design, mathematically gifted students in the United States typically enroll in accelerated and enrichment courses. The implications of these findings consist of four recommendations：（1） Improve the legislation and increase the funding of gifted student education so as to ensure that gifted students are identified and cultivated as early as possible,（2） establish systematic identification methods for gifted students,（3） organize accelerated and enrichment courses for mathematically gifted students, and（4） train professional teachers to satisfy high level requirements for mathematically gifted students.

关 键 词：美国数学教育 资优生 政策立法 甄别 培养 

分 类 号：G40-059.3[文化科学—教育学原理]