基础教育国家级教学成果奖三届数学获奖项目循证研究  

Evidence-Based Research on Three Sessions of National Basic Education Teaching Achievement Awards in Mathematics Projects

作　　者：王颖[1] 王毓珣[1] WANG Ying;WANG Yu-xun(Tianjin Institute of Education Sciences,Tianjin 300191,China)

机构地区：[1]天津市教育科学研究院,天津300191

出　　处：《数学教育学报》2024年第5期87-92,共6页Journal of Mathematics Education

基　　金：国家社科基金2023年度教育学一般课题——中国式教师教育现代化研究(BGA23025);国家社科基金国家一般课题——当代中国小学语文教育家群像研究(BOA240200)。

摘　　要：基于循证研究,3届基础教育国家级教学成果奖中有76项数学获奖项目.从总体上看,数量在缓慢上升,在学科类名列第二;在质量上呈现偏正态分布,并获得唯一1项学科类特等奖.从获奖分布上看,区域及省域强弱分布不均问题严重,省域不均问题明显;在学段上,跨学段与小学教育占先,学前与特教低迷;一线单位获奖数量与占比率持续上升,非一线单位呈∩型.从内容分析上看,聚类分析发现获奖成果围绕9大主题展开;一等奖以上获奖项目分析发现,非一线单位占11项中的8项,并有2项成果走向世界,3位两届以上获得者来自非一线单位,存在非一线单位强于一线单位现象.最后,针对分布不均问题,建议从国家层面构建基础教育数学教学研究精准帮扶机制,在下届评选中继续向薄弱区域及省域适当倾斜,建立基础教育数学教育教学研究激励机制,适当顾及一线与非一线单位获奖占比率等.针对内容分析发现的问题,加大对数学教育教学重点难点堵点研究的支持力度,搭建高等院校、科研与管理部门与中小幼特协同攻关平台,不断提高一线数学教育教学研究质量.Based on evidence-based research,among the three sessions of the National Teaching Achievement Awards in Basic Education,there are 76 mathematics award-winning projects.Overall,the number is slowly increasing,ranking second among all subjects;in terms of quality,it shows a normal distribution,and has won the only special award in the subject category.In terms of distribution,there is a serious imbalance in the strength of regional and provincial areas;in terms of educational stages,cross-stage and primary education are leading,while preschool and special education are low.The number and proportion of awards won by front-line units are continuously increasing,while non-front-line units show a∩shape.From the analysis of content,cluster analysis reveals that award-winning achievements revolve around 9 major themes;analysis of projects winning first-class awards and above finds that non-front-line units account for 8 out of 11,and 2 achievements have gone global,with 3 winners of two or more sessions coming from non-front-line units,indicating a phenomenon where non-front-line units are stronger than front-line units.Finally,in response to the uneven distribution,it is recommended that at the national level,a precise assistance mechanism for basic education mathematics teaching research be established,and in the next selection,continue to appropriately tilt towards weak regions and provinces,establish an incentive mechanism for basic education mathematics education and teaching research,and appropriately consider the proportion of awards won by front-line and non-front-line units;in response to the problems found in content analysis,increase support for research on key,difficult,and bottleneck issues in mathematics education and teaching,build a collaborative platform for tackling problems among higher education institutions,research and management departments,and primary,secondary,special,and preschool education,and continuously improve the quality of front-line mathematics education and teaching research.

关 键 词：基础教育国家级教学成果奖 数学获奖项目 循证研究 改进建议 

分 类 号：G463[文化科学—教育学]