义务教育不同版本数学教材主题分布比较:基于主题追踪图的研究  

Comparison of Topic Distribution in Multiple Versions of Mathematics Textbooks:Topic Trace Mapping

作　　者：杨涛 杨建强 王烨晖 郏超超 谭玉婷 YANG Tao;YANG Jian-qiang;WANG Ye-hui;JIA Chao-chao;TAN Yu-ting(Collaborative Innovation Center of Assessment for Basic Education Quality,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《数学教育学报》2024年第1期71-76,共6页Journal of Mathematics Education

基　　金：北京市教育科学“十三五”规划2017年重点课题——义务教育阶段数学课程测量:基于主题追踪图的应用研究(CADA17079)。

摘　　要：教材是课程与教学的重要组成部分.研究基于TIMSS主题追踪图方法,选取中国义务教育阶段4种不同版本数学教材进行分析,并与TIMSS高成就国家和地区的主题分布比较.结果表明:(1)中国4种不同版本数学教材的主题数量随年级变化的整体趋势一致,主题内容都体现出从基础性到高阶性的渐进过程,主题分布有间断的比例在30.3%~48.5%之间,跨3个年级及以上的主题占比在39.4%~57.6%之间;(2)与TIMSS高成国家和地区相比,中国数学教材的主题略多,4年级前各年级的主题数量更多,主题分布的连贯性明显不及TIMSS高成就国家和地区,且年级跨度更小.研究启示:编写教材时要优化主题内容选择,关注教材内容组织方式,重视教材设计,此外要重视教材研究.Textbooks are an important part for teaching and studying.Based on the TIMSS topic trace mapping method,this study analyzed four different versions of mathematics textbooks in compulsory education and compared them with the topic distribution of TIMSS high-achieving countries and regions(TIMSS A+).The results show that:(1)The overall trend of the number of topics in the four different versions of mathematics textbooks changed with grades.And the topic contents all reflected the gradual process from basic to advanced.The proportion of topic distribution with discontinuities was between 30.3%and 48.5%.The topics across three grades and above accounted for 39.4%to 57.6%.(2)Compared with TIMSS high-achieving countries and regions,China’s mathematics textbooks have slightly more topics.Specifically,the number of topics that appear before grade 4 was much more in China and the consistence of topics was obviously worse than that of TIMSS A+.Besides,the average grade span of topics is smaller in China.The findings provide implications for the topic selection,content organization,textbook compilation and related research on mathematics textbooks in China.

关 键 词：数学教材 主题追踪图 主题分布 

分 类 号：G623[文化科学—教育学]