摘要
基于文献分析、调查研究和统计分析,本研究从内容广度(C1)、内容深度(C2)、习题难度(E)三个维度构建了小学数学教科书难易程度的数学模型N=0.2C1+0.5C2+0.3E,并应用该模型对中、日、韩、新、美、英、法、德、俄、澳10国有代表性的12套小学数学教科书的难度进行了定量分析。研究结果为:中国人教版小学数学教科书的综合难度居第5位,内容广度居第7位,内容深度居第6位,习题难度居第5位。研究表明,中国小学生数学课业负担过重的原因不是数学教科书过难,而是其他因素所致。从保障中国小学生拥有具有国际竞争力的数学素养来看,中国小学数学教科书可适当增加数学知识量,保持现有的知识教学要求和习题难度不变,同时进一步突出数学知识引入的抽象过程,增加探索性、开放性的数学问题。
Based on literature analysis, survey and statistical analysis, this research constructed a mathematical model on the degree of difficulty for elementary school mathematics textbooks from three dimensions of the content breadth （C1）, depth of content （C2）, the difficulty of exercises （E） ：N=0.2C1＋0.SC2＋0.3E. Then 12 sets of elementary school mathematics textbooks in China, Japan, Korea, Singapore, America, Britain, France, Germany, Russia, Australia have been carried on the quantitative analysis for their degrees of difficulty by applying the above model. The results show that the degree of difficulty of Chinese elementary school mathematics textbook is in the middle level of the 12 sets of textbooks （Sth）. Thus the overweight mathematics schoolwork burden of Chinese primary students is not caused by the math textbooks, it may be caused by other factors. The content breadth （quantity of knowledge） of Chinese primary school mathematics textbooks is below the average, and its problems＇ difficulty is relatively higher,suggesting that the quantity of knowledge of Chinese elementary school mathematics textbooks should be increased in terms of learning from scene, highlighting the abstract process, accompanied by more exploratory and open-ended questions.
出处
《比较教育研究》
CSSCI
北大核心
2015年第9期73-78,共6页
International and Comparative Education
基金
国家哲学社会科学基金2012年度教育学重点课题"中小学理科教材国际比较研究(小学数学)"(课题批准号:AHA120008)研究成果之一。课题负责人为宋乃庆
主要参与人员有姚纯青
杨新荣
张广祥
黄燕苹
鲍建生
于波
李忠如
张辉蓉
杜文久
金美月
巩子坤
夏小刚
张廷艳
李光树
朱福荣
魏林
康世刚
陈祥彬
孙卫红
朱乃明
邝孔秀
蔡庆有等80余人
关键词
小学数学
教科书
难度
国际比较
primary school mathematics
textbooks
the degree of difficulty
international comparison
