中韩现行小学数学课程标准比较研究

发布时间：2018-11-05 09:13

【摘要】：数学课程标准作为教材编写、教师教学和学习评价的指导性文件,是国家数学教育水平的直接体现,数学课程标准的国际比较也是数学研究中的重要课题。中韩两国同属东亚文化圈,在数学教育上各具特色。然而,对中韩两国小学数学课程标准的比较研究甚少。本文采用文献法和比较研究法,对中韩小学数学课程标准的历史沿革和研制背景作简要梳理,从基本框架、课程目标、课程内容、实施建议等四个方面入手,对两国现行小学数学课程标准进行逐一比较,得出如下结论：课程标准的基本框架方面,两国在体系架构上存在较大差异,体现出两国课标设计理念的不同。相比而言,中国课标的框架结构更为清晰,但韩国课标的框架结构更能体现教育全局观念。课程目标方面,两国课标都注重体现知识与技能、过程与方法、情感态度与价值观等多方面的要求,但在目标表述上呈现出不同的风格。中国课标中的课程目标分层明确、表述具体,韩国课标中的目标陈述则比较笼统,语言相对简单。课程内容方面,两国课标都主要涉及数与代数、图形与几何、统计与概率三大部分,但在学段和领域划分、具体条目设计和内容呈现等方面存在显著差异。韩国的领域划分更加细化,条目设计对应具体教学内容,而中国课标概括性更强,且独立设置了综合与实践领域。实施建议方面,两国课标的涵盖内容不同,结构体系和表述方式都各有特色。相比而言,我国的实施建议条理更为清晰,更具指导意义,操作性更强。比较发现,中韩两国小学数学课程标准在各个方面都存在着共性和差异。同时,对这些共性和差异的研究,对于完善我国的小学数学课程标准具有如下启示：重视传承创新,兼顾时代性与民族性；完善编制方式,加强统一性和连贯性；充实课程内容,优化案例指导作用；细化板块设计,提升数学语言规范性；统筹修订实施,保障稳定性和渐进性。
[Abstract]:The mathematics curriculum standard is the direct embodiment of the national mathematics education level, and the international comparison of the mathematics curriculum standard is also an important subject in the mathematics research, as the compilation of the teaching material, the instruction document of teachers' teaching and learning evaluation, is the direct embodiment of the national mathematics education level. Both China and South Korea belong to the East Asian cultural circle and have their own characteristics in mathematics education. However, there are few comparative studies on mathematics curriculum standards in primary schools between China and Korea. This paper, by means of literature and comparative research, briefly combs the historical evolution and development background of mathematics curriculum standards in primary schools in China and Korea, starting with four aspects: basic framework, curriculum objectives, curriculum contents, implementation suggestions, etc. This paper compares the current primary school mathematics curriculum standards of the two countries one by one and draws the following conclusions: there are great differences in the system structure of the curriculum standards between the two countries, which reflects the differences in the design concepts of the curriculum standards between the two countries. In contrast, the framework structure of Chinese curriculum standard is clearer, but the frame structure of Korean curriculum standard can better reflect the overall concept of education. In terms of curriculum objectives, the curriculum standards of the two countries focus on reflecting the requirements of knowledge and skills, process and methods, emotional attitudes and values, etc., but they present different styles in the expression of objectives. The Chinese curriculum goals are stratified and specific, while the Korean curriculum goals are relatively general and relatively simple. In the aspect of curriculum content, the two countries mainly relate to numbers and algebras, graphics and geometry, statistics and probability, but there are significant differences in the division of learning sections and fields, the design of specific items and the presentation of contents. The domain division in South Korea is more detailed, the item design corresponds to the specific teaching content, while the Chinese curriculum standard is more general, and independently sets up the synthesis and practice domain. In the implementation of the recommendations, the curriculum standards of the two countries cover different contents and have their own structural systems and expressions. In contrast, the implementation of our recommendations more clear, more guiding significance, more operational. The comparison shows that there are commonness and differences in mathematics curriculum standards of primary schools between China and Korea. At the same time, the study of these commonalities and differences has the following enlightenment to perfect the elementary school mathematics curriculum standard of our country: attach importance to inheritance and innovation, give consideration to the character of the times and nationality, perfect the way of establishment, strengthen the unity and consistency; Enrich the content of the course, optimize the role of case guidance; refine the plate design, improve the mathematical language normative; as a whole, revise the implementation to ensure stability and progressiveness.
【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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