中国当代小学数学课程目标发展演变的特征分析  

An Analysis of the Development and Evolution of the Instructional Objectives in Elementary Contemporary Chinese Mathematics Curriculum

作　　者：杨健 李磊 傅海伦 YANG Jian;LI Lei;FU Hai-lun(School of Mathematics and Statistics,Shandong Normal University,Shandong Jinan 250358,China;Anyang University,Henan Anyang 455000,China)

机构地区：[1]山东师范大学数学与统计学院,山东济南250358 [2]安阳学院,河南安阳455000

出　　处：《数学教育学报》2020年第5期36-40,共5页Journal of Mathematics Education

基　　金：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);河南省教育厅人文社会科学研究一般项目——教师“生长节点”——关键事件对中学教师成长影响的叙事研究(2020-ZZJH-017)。

摘　　要：采用文献分析法与比较研究法,从数学课程目标体系与数学课程目标内容两个维度对中国当代有代表性的小学数学教学大纲(课程标准)的课程目标进行比较研究.结果表明:课程目标体系的建构注重吸收国内外不同学科的研究成果,其层次性不断加深,系统性不断完善;课程目标的表述方式逐渐具体、规范,可操作性增强;课程目标内容从单一强调知识目标逐渐向加强学生知识、能力和情感的全面发展的多元目标群转化;课程目标的价值取向从原来注重社会本位和知识本位,演变为注重社会、知识和学生本位的结合,关注学生的主体性需求和个性化发展.This study adopted a literature analysis and comparative methods to compare the curriculum objectives of the contemporary mathematics syllabus(curriculum standards) in China from two dimensions: system and content. Four findings were obtained: The construction of the curriculum system has absorbed the research results of different disciplines at home and abroad which contributes to deepening the hierarchy of objectives and making it more systematic;the expression of the contemporary curriculum objectives has become more specific, normative, and operational;the content of the curriculum objectives was gradually transformed from knowledge goals to comprehensive objectives which include knowledge, competences, and affection;and the value of curriculum objectives has evolved from focusing on social standards and knowledge standards to focusing on a combination of society, knowledge, and the student, meaning that contemporary curriculum objectives emphasize students’ needs and individualized development.

关 键 词：当代 小学数学 课程目标 发展演变 

分 类 号：G622[文化科学—教育学]