TIMSS 2003—2023年小学数学评估框架的变化、特点与启示  

Changes, Characteristics and Revelations of the Mathematics Assessment for Primary School from TIMSS 2003 to 2023

作　　者：钱蓝 王臣 吴晶 QIAN Lan;WANG Chen;WU Jing(Tangxi Hongpan Primary School,Hangzhou,Zhejiang 311106;School of Teacher Education,Shaoxing University,Shaoxing,Zhejiang 312000)

机构地区：[1]塘栖宏畔小学,浙江杭州311106 [2]绍兴文理学院教师教育学院,浙江绍兴312000

出　　处：《绍兴文理学院学报》2023年第12期43-51,共9页Journal of Shaoxing University

基　　金：浙江省“十四五”教学改革项目“基于具身认知的国际学生德育教学研究与实践”(jg20220541)。

摘　　要：每四年进行一次的TIMSS是一项国际上的权威测评项目,为各国了解全球数学及科学教学水平提供重要信息。选择从四年级数学测评部分切入,探究从2003年到2023年间TIMSS测评框架在内容领域和认知领域两大维度上的发展变化(TIMSS 2023暂未完成但已发布测评框架)。通过分析发现TIMSS 2007在TIMSS 2003的基础上有较大改动,此后至TIMSS 2023内容领域的结构趋于稳定,但各部分占比和个别框架内容依然在不断优化。认知领域的框架和比例基本不变,只在具体层级划分上进行细微调整。TIMSS测评内容注重“数”的相关内容,而且强调解决问题和应用的理念。以上发现为我国小学数学教育提供了相关启示。Conducted every four years,the TIMSS is an authoritative international assessment program to provide vital information for countries to understand the teaching proficiency of mathematics and science around the world.The present study,based on the assessment section of the mathematical evaluation for the fourth grade,explored the development of the TIMSS evaluation framework from 2003 to 2023(TIMSS 2023 has not been completed yet,but its framework has been released).Analysis found that TIMSS 2007 great modified the framework of the content field and cognitive field compared to TIMSS 2003;from TIMSS 2007 to TIMSS 2023,the structure of the content field has been stabilized,but the ration of each part and the content of individual framework are still being optimized.The framework and ration of cognitive domains remain largely unchanged,with only minor adjustments made in specific hierarchical divisions.Additionally,the TIMSS evaluation emphasizes the relevant content of“number”,and the concept of problem-solving and application.The foregoing findings can provide insights to the primary education of mathematics in China.

关 键 词：TIMSS 数学评估 小学数学教育 

分 类 号：G622[文化科学—教育学]