中俄小学数学课程标准比较研究

发布时间：2018-01-19 15:19

本文关键词： 中国俄罗斯小学数学课程标准比较研究　出处：《扬州大学》2015年硕士论文　论文类型：学位论文

【摘要】：新世纪的背景下,比较教育领域受到了世界各国的青睐。近年来,我国更多地是针对我国与欧美等发达国家的课程标准进行比较研究,而忽略了颇有渊源的邻国-俄罗斯。中国与俄罗斯有近乎相同的数学教育基础,新中国成立初期,中国曾一度向苏联学习,效仿其教学原则与教学方法。在之后的改革浪潮中,逐渐形成了自己的体系,且于2011年颁布实施了最新的数学课程标准《义务教育数学课程标准(2011年版)》。所以中国与俄罗斯的数学课程标准比较研究是极有意义的,且在数学课程领域存在相互学习的必要和需要。本研究立足于中俄两国的国家课程标准,以中俄两国的小学数学课程标准为研究对象,采用了文献研究法、内容分析法、对比研究法进行研究。研究内容包括：数学课程标准的研制人及研制过程、总体设计(包括整体框架、学段划分、基本理念、实施建议)、课程目标及课程内容等几个方面。此外,课程标准的具体内容研究主要包括四个方面：数与代数、图形与几何、统计与概率、综合与实践。通过比较,得出两国小学数学课程标准的异同之处：1.从两国标准的研制过程来看：两国背景不同,导致标准的研制起点存在差异；两国国情不同,发展历程各异。2.从基本理念的比较来看：立足共性,俄罗斯标准更加注重学生的个性；理念侧重点迥异；均注重培养学生的创新能力。3.从课程总目标的比较来看：表述方式不同,凸显不同的设置理念；较之俄罗斯,中国课程目标更具层次性；重视双基,引领学生茁壮成长；重视问题解决能力培养,发展学生创造性能力。4.从课程具体目标的比较来看：编排结构不一,突出目标弹性差异；规范使用目标动词,增强目标可操作性；注重知识与技能的实践与应用,贴近学生日常生活。5.从课程内容的比较来看,我国的内容深度与广度均超越俄罗斯,且两国的具体领域划分不同。通过以上各个方面的比较,得出启示：合理处理好优良传统与改革发展之间的关系；合理对待“精英”教育,优化教学活动方式；坚持加强数学知识的使用与应用；坚持学生估算能力的培养；改善目标呈现形式,尊重学生个性差异。
[Abstract]:Under the background of the new century, the field of comparative education has been favored by all countries in the world. In recent years, our country has made more comparative research on the curriculum standards of our country and developed countries such as Europe and the United States. China and Russia have almost the same basis of mathematics education. In the early days of the founding of New China, China once learned from the Soviet Union. Imitating its teaching principles and teaching methods. In the later wave of reform, gradually formed its own system. In 2011, the latest mathematics curriculum standard "Mathematics Curriculum Standard for compulsory Education (2011 Edition)" was promulgated and implemented. Therefore, the comparative study of mathematics curriculum standards between China and Russia is of great significance. And there is a need for mutual learning in the field of mathematics curriculum. This study is based on the national curriculum standards of China and Russia, taking the primary school mathematics curriculum standards of China and Russia as the research object, and adopts the literature research method. Content analysis method, comparative research method. Research content includes: the development of mathematics curriculum standards and the development process, the overall design (including the overall framework, learning paragraph division, basic concepts, implementation recommendations). In addition, the specific contents of the curriculum standard mainly include four aspects: number and algebra, graphics and geometry, statistics and probability, synthesis and practice. From the development process of the standards in the two countries: the background of the two countries is different, leading to differences in the starting point of the development of the standards; The national conditions of the two countries are different, the development course is different .2.From the comparison of basic concepts: based on the commonality, the Russian standard pays more attention to the students' individuality; The emphasis of the idea is very different; From the comparison of the overall objectives of the curriculum: different expressions, highlighting different ideas; Compared with Russia, Chinese curriculum objectives are more hierarchical; Pay attention to double base, lead the student to grow healthily; Pay attention to the cultivation of problem-solving ability and develop students' creative ability .4.From the comparison of the specific objectives of curriculum, the structure of arrangement is different, and the difference of elasticity of goals is highlighted; Standardizing the use of target verbs and enhancing the maneuverability of objectives; Focus on the practice and application of knowledge and skills, close to the daily life of students. 5. From the comparison of curriculum content, the depth and breadth of the content of our country are beyond Russia. And the specific areas of the two countries are different. Through the comparison of the above aspects, we can draw inspiration: to deal with the relationship between the fine tradition and the reform and development; The reasonable treatment "elite" education, the optimization teaching activity way; Insist on strengthening the use and application of mathematical knowledge; Insist on the cultivation of students' estimation ability; Improve the presentation of goals and respect students' personality differences.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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