摘要
通过比较人民教育出版社1994年版和2004年版两个版本的小学数学教材,我们发现:2004年版中问题提出的百分比高于1994年版;两个版本教材中的问题提出可以分为五类且五类的分布显著不同;两个版本教材中的问题提出在不同教学环节的分布有显著的差异;两个版本教材中的问题提出在不同内容领域的分布也有显著的差异;2004年版比1994年版包括了更多以图表的形式给出的问题情境。在新课程改革的背景下,对于问题提出在小学数学教材中的设置,应有相应的跟进。
Through a comparative study of two editions of primary mathematics textbooks published by People＇s Education Press in 1994 and 2004, we find that the percentage of question-posing tasks in the 2004 edition is greater than that in the 1994 edition; the distribution of five types of question-posing tasks is significantly different between the two editions; the intended treatments for the question-posing tasks in the two editions are clearly different in different sections of the textbooks; the percentage distribution of the question-posing tasks across content areas is significantly different between the two editions; the 2004 edition includes more question-posing tasks in which the problem situations are presented with either tables or graphs than the 1994 edition. Taking into account the context of the mathematics curriculum reform in China, the intended treatments of problem posing in elementary textbooks should respond to the curriculum reform ideas.
出处
《课程．教材．教法》
CSSCI
北大核心
2015年第7期75-79,36,共6页
Curriculum，Teaching Material and Method
基金
美国自然科学基金(NSF)(DRL-1008536)
中央高校基本科研业务费专项资金资助“面向卓越教师培养的TPACK理论研究和实践探索”(CCNU15A02030)
关键词
问题提出
数学课程
课程改革
小学数学
问题解决
question posing
mathematics curriculum
curriculum reform
primary mathematics
problem solving
