摘要
价值观念是教育中隐性又重要的一个因素,并被通过课程、教学加以传递。从数学价值、数学教育价值、数学教学价值等角度对中国和澳大利亚数学课程标准进行分析发现:在数学价值观念上,均表现出强调客体主义与公开性,并且理性主义有随学段上升而上升的趋势,另外澳大利亚课程在控制性与发展性上基本保持平衡,而中国则更强调控制性;在数学教育价值观念上,澳大利亚同等重视工具价值、认识价值,中国则较为重视认识价值,文化价值未得到两国重视;在数学教学价值观念上,均强调形成学习、问题解决式学习和应用学习,而不太重视同化学习、文化浸润学习。数学课程需要在不同价值观念间取得一定平衡,又需要根据不同学段、不同知识领域的本质加以调适。
Value is one of the important and underlying factors for education, and it will be transmitted through curriculum and instruction. Values being espoused in China＇ s Curriculum Standard of Compulsory Education, Mathematics （2011 edition） （CCM） and the Australian Curriculum, Mathematics （ACM） are analyzed in three dimensions： mathematical values, mathematics educational values, and mathematics instructional values. Firstly, with regards to mathematical values, there is a predominant emphasis on the mathematical values of Objectism over Rationalism; on Control over Progress in the CCM, although they are similarly emphasized in the ACM; and on Openness over Mystery. Secondly, as for mathematics educational values, while both countries highlighted instrumental values and cognitive values, cognitive values are stressed more in CCM. Thirdly, the order of mathematics instructional values in both curriculum standards are similar, especially the formative learning, learning by problem solving, and learning by application. We should not only get balance among different values, but also adjust them according to needs of different year levels, and nature of different branches of mathematics.
出处
《比较教育研究》
CSSCI
北大核心
2018年第3期18-25,共8页
International and Comparative Education
基金
2015年教育部人文社会科学研究规划基金项目"民族数学与数学课程改革"(项目编号:15YJA880107)的阶段性成果
作者简介
唐恒钧，男，浙江师范大学教育学博士后，浙江师范大学教师教育学院副教授；;张维忠，男，浙江师范大学教师教育学院教授、博士生导师，本文通讯作者；;佘伟忠，男，墨尔本大学教育研究生院副教授、博士生导师；;徐元根，男，浙江师范大学教师教育学院副教授。
