百年高中数学课程能力目标发展的回眸与反思——基于课程标准（教学大纲）的文本分析  

Reflection on the Development of Competency Goals of in Higher Secondary Mathematics Curricular over the Past Century——Based on Text Analysis of Curriculum Standards and Syllabuses

作　　者：陈婷[1] 孙彬博 张彩云[3] CHEN Ting;SUN Bin-bo;ZHANG Cai-yun(Southwest University Branch Center,National Innovation Center for Assessment of Basic Education Quality,Chongqing 400715,China;School of Mathematical Sciences,Beijing Normal University,Beijing 100875,China;Institute for the History of Science and Technology,Inner Mongolia Normal University,Hohhot Inner Mongolia 010022,China)

机构地区：[1]中国基础教育质量监测协同创新中心西南大学分中心,重庆400715 [2]北京师范大学数学科学学院,北京100875 [3]内蒙古师范大学科学技术史研究院,内蒙古呼和浩特010022

出　　处：《数学教育学报》2019年第6期5-9,54,共6页Journal of Mathematics Education

基　　金：中央高校基本科研业务费专项资金项目——西藏初中生数学学业质量监测研究（SWU1709664）;中国基础教育质量监测协同创新中心重点培育项目——西藏小学生数学学业质量监测（2018-06-020-BZPK01)

摘　　要：为了解百年来中国高中数学课程能力目标发展历程及特点,从高中数学课程发展学生哪些能力及其价值取向两个维度,对1902年以来中国颁布的23份高中数学课程文件进行编码分析.结果表明:高中数学课程能力目标经历4个发展时期,表述由模糊到规范,内容由简单到丰富,内涵由概括到具体,体系由单一到完善,形成以数学核心素养为聚类的数学能力体系;价值取向由个人需求逐渐发展为个人和知识相结合,最后形成知识、个人和社会的统一.当前,基于数学内容的数学能力分类需进一步明晰维度和层次;基于数学核心素养的数学能力要素分析需实证研究;数学能力培养应扎根"四基+四能"开展教学设计与组织活动.In order to get a better understanding for the evolution and characteristics of competency goals in higher secondary school mathematics curricular over the past century, this study adopted qualitative text analysis for analyzing 23 documents of higher secondary school mathematics curriculum standards and syllabuses, which have been published from 1902 to present. This study took two perspectives on "what competencies do students need and what is the value of these competencies". The research result showed that the content of mathematical competencies become abundant and forming the competency system clustered by mathematical core literacy. The expression of mathematical competencies were from vague to clear;its requirements were from broad to specific and operable. The value orientation of mathematical competency requirements gradually developed from satisfying individual needs to individual and knowledge based combination, finally forming the unity of the three above. Now, the classification of mathematical competencies based on mathematics content needs further clarifying dimensions and levels. An empirical study of mathematical competency elements based on mathematical core literacy needs further development. The foster of mathematical competency should take root in "four basics+four competencies" to carry out instructional design and organizational activities.

关 键 词：能力目标 数学课程 高中 课程标准 教学大纲 百年 

分 类 号：G634[文化科学—教育学]