新加坡数学教育学专业课程:设置 教学 评价  

The Mathematics Education Programme in Singapore: Curriculum, Teaching and Assessment

作　　者：陆珺 沈威 LU Jun;SHEN Wei(School of Mathematical Sciences,Soochow University,Jiangsu Suzhou 215006,China;School of Mathematics and Statistics,Huizhou University,Guangdong Huizhou 516007,China)

机构地区：[1]苏州大学数学科学学院,江苏苏州215006 [2]惠州学院数学与统计学院,广东惠州516007

出　　处：《数学教育学报》2022年第6期87-92,共6页Journal of Mathematics Education

基　　金：2022年度教育部人文社会科学研究青年基金——职前教师现场学习力的生成机制、评价框架与培育路径研究(22YJC880050);广东省教育科学规划课题(高等教育专项)——“新师范”背景下数学师范生教学素养及其发展研究(2021GXJK373);2022年度江苏高校哲学社会科学研究一般项目——促进行动区理论观照下教育实习指导与评价体系构建研究(2022SJYB1438)。

摘　　要：新加坡12年学校教育的数学师资来源于学士学位课程和教育学学位后文凭课程两种培养模式,分小学、中学和初级学院3个学段进行培养.两种培养模式下的数学教育学专业课程均包含3~4门子课程,采用分阶段、渐进式的开设方式.教学力求融合数学教学论、学习论、课程论三大领域知识并转化为数学教学内容知识.在实施形成性评价时兼顾学术能力、学术规范、学术态度和学术道德,并以多元化的评价项目贯穿教学过程.新加坡数学教育学专业课程为国内同类课程建设带来以下启示:加强数学教育学课程系列的专业地位;对职前师资实施分学段培养模式;强化职前教师对初等数学知识的深刻理解和测试设计技能的训练;重视对学术规范、学术态度和学术道德的考核.The mathematics teachers of 12-year school education in Singapore come from Undergraduate Programmes and Postgraduate Diploma in Education Programmes,which can be divided into three phases of studying for cultivation:primary school,secondary school and junior college.The curriculum of mathematics education programme of the two training modes has three to four sub-courses and uses the setting method of a staged and gradual pattern.The main objective of teaching is to integrate the knowledge of the three major fields of mathematics teaching theory,learning theory and curriculum theory and transform it into mathematics teaching content knowledge.During the process of formative assessment,academic ability,academic norms,academic attitude and academic ethics are taken into consideration,and diversified evaluation items are used throughout the teaching process.The mathematics education programme in Singapore brings about the following enlightenment for designing the domestic programme of the similar courses in China:to strengthen the professional status of mathematics education curriculum series;to implement a divisional training mode for pre-service teachers according to different phases of studying;to strengthen the pre-service teachers’deep understanding of elementary mathematics knowledge and the training of test design skills,to pay attention to the assessment of academic norms,academic attitude and academic ethics.

关 键 词：数学教育学 课程设置 课程教学 课程评价 新加坡 

分 类 号：G40–059.3[文化科学—教育学原理]