摘要
中国与澳大利亚最新的国家数学课程标准都特别强调数与代数学习衔接的重要性。运用问卷，从以下四个方面分析、比较中澳两国数学教师在这一。问题上的辛学能力：相关数学知识，对数学课程标准理念的解读，对学生数学思考的理解，寅期与长期的教学计划。结果表明，中澳数学教师在总体能力上水平相近，中国教少对于数学知识的理解更为清晰，而澳大利亚教师则在对学生数学思考的理解上表劫得更好。与此同时，在推行国家数学课程标准时。
Closer connection between the learning of number and algebra has been Valued in new nationalmathematics curriculum in both China and Australia. This exploratory study seeks to characterise teachers＇ capacity to help students corm ect arithmetic learning and emerging algebraic thinking. The study is based on questionnaire given to Australian and Chinese teachers, comprising seven students＇ Solutions of subtraction sentences. Teachers＇ responses to the questionnaire were analysed in terms of four categories, knowledge of mathematics, interpretation of the intentions of the official curriculum documents, understanding of students＇ thinking, and capacity to design appropriate instruction in the short and long term. These four categories form the basis of our construct of teacher capacity. We argue finally that teacher capacity should be regarded as a key element in the developnvent and implementation of National Curriculum in Mathematics in both countries.
出处
《课程．教材．教法》
CSSCI
北大核心
2011年第11期59-65,共7页
Curriculum，Teaching Material and Method
基金
全国教育科学“十一五”规划教育部重点课题“和谐学校文化建设和课程教学的关系研究”(DHA090189)
澳大利亚墨尔本大学与维多利亚州儿童发展与教育部联合项目Teacher capacity as a key element of national curriculum reform inmathematics:A comparative study between Australia and China(2011_000988)
西南大学2009年度中央高校基本科研业务费专项资金项目——基于数学教师PCK的中澳基础教育数学课程改革比较研究(SWU0909686)
关键词
国家课程
中澳比较
数学教师
教学能力
数与代数
national curriculum
comparison between China and Australia
teachers in mathematics
teac capacity
number and algebra
