中美基础教育数学课程发展:比较与启示——蔡金法教授访谈录  

The Development of K-12 Mathematics Curriculum in China and the United States:Comparisons and Implications——Interview Records of Professor Jinfa Cai

作　　者：姜浩哲 沈中宇 邹佳晨[1] JIANG Hao-zhe;SHEN Zhong-yu;ZOU Jia-chen(College of Teacher Education,East China Normal University,Shanghai 200062,China;School of Mathematical Science,Soochow University,Jiangsu Suzhou 215006,China)

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]苏州大学数学科学学院,江苏苏州215006

出　　处：《数学教育学报》2023年第3期56-63,共8页Journal of Mathematics Education

基　　金：上海高校“立德树人”人文社会科学重点研究基地之数学教育教学研究基地研究项目——数学课程与教学中落实立德树人根本任务的研究(A8)。

摘　　要：70年来,中美基础教育数学课程改革在尝试和探索中持续向前推进,呈现出了许多新变化、新趋势、新动向、新发展.梳理、分析和总结这一历程中的成就、经验、问题和挑战,有利于为新时代中国基础教育数学课程改革和发展提供启示.国际知名数学教育家蔡金法教授在专访中从“期望课程”“实施课程”和“获得课程”3个方面分析了“中美基础教育数学课程发展”这一主题.就“期望课程”而言,中国数学教育工作者需要认识到数学课程在数学教育改革中的重要作用,中国数学教育应当在国家战略和课程政策层面被更加重视,中国数学家和数学教育工作者应加强沟通以更好地促进数学课程改革与发展;就“实施课程”而言,在数学课程标准和数学教育研究越来越重视“问题提出”的背景下,中国数学教育工作者应努力开发更多更优质的“问题提出”教学实践案例,同时,教学比较的研究方法还有待不断完善以提高规范性、科学性和适切性;就“获得课程”而言,中国数学课程研究者和教育工作者应理性看待PISA成绩,更加关注教育公平性问题.未来,中国数学教育工作者应整合好中国的数学教育、凸显出中国数学教育研究的独特性、力争在国际数学教育的舞台上拥有更多话语权.总而言之,70年来,中美基础教育数学“期望课程”“实施课程”“获得课程”都得到了较好的发展,中美数学课程研究者和教育工作者既需要从微观层面相互借鉴以促进课程内容的优质化,也需要在宏观层面不断完善课程政策以推动课程理念的科学化和课程制度的现代化.Over the past 70 years,K-12 mathematics curriculum reforms in China and the United States have been continuously pushed forward among various attempts and exploration,and a lot of new changes,trends and developments have appeared.Sorting out,analyzing and summarizing the achievements,experiences,problems and challenges over the past 70 years will provide implications for the K-12 mathematics curriculum reforms and development in China in the new era.Professor Jinfa Cai,an internationally renowned mathematics educator,analyzed the theme of“The Development of K-12 Mathematics Curriculum in China and the United States”in the interview from three aspects:“the expected curriculum”,“the implemented curriculum”and“the acquired curriculum”.As for“the expected curriculum”,Chinese mathematics education professionals need to realize the important roles of mathematics curriculum in the mathematics education reform,Chinese mathematics education should be paid more attention to at the level of national strategy and curriculum policy,and Chinese mathematicians and mathematical education professionals should communicate with each other to better promote the mathematics curriculum reform and development.As for“the implemented curriculum”,under the background that mathematics curriculum standards and mathematics education studies are paying more and more attention to“problem posing”,Chinese mathematics education professionals should make great efforts to develop more and better teaching practice cases of“problem posing”.Meanwhile,the research methods of teaching comparison need to be continuously improved to improve their standardization,scientificity and relevance.As for“the acquired curriculum”,Chinese mathematics curriculum researchers and educators should take a rational view of PISA scores and pay more attention to the issue of educational equity.In the future,Chinese mathematics education professionals should integrate China’s mathematics education,highlight the uniqueness of China’s m

关 键 词：数学课程 课程发展 中美比较 

分 类 号：G40-059.3[文化科学—教育学原理]