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本文是在数学课程标准修订的背景下来研究小学数学教师的课程实施水平与实施取向。研究通过课程实施水平量表及其修订工具对四位小学数学教师课程实施进行了研究,研究发现这四位教师的课程实施取向为:处于“常规化”实施水平T1的课程实施取向:忠实取向;处于“整合+”实施水平T2的课程实施取向:批判的相互调适取向;处于“精致加工”实施水平T3的课程实施取向:实用的相互调适取向;处于“整合”实施水平T4的课程实施取向:实用的相互调适取向。他们的成长经验贯穿了从忠实取向到相互调适取向的所有阶段,各自的课程实施水平也呈现出不同的趋势。
This article is to study the curriculum implementation level and implementation orientation of elementary mathematics teachers under the background of the revision of the standard of mathematics curriculum. The study conducted a study on the implementation of four primary school mathematics teachers through the curriculum implementation level scale and its revision tools, and found that the orientation of the four teachers’ curriculum implementation is: Orientation of the curriculum at the “normalization” level of implementation T1: Loyalty and orientation; Curriculum implementation orientation at T2 level of “integration +”: orientation of critical inter-adaptation; Curriculum implementation orientation at T3 of “exquisite processing” level: practical orientation to each other; Implementation Level T4 Curriculum Implementation Orientation: Practical Interplay. Their growth experience runs through all stages ranging from loyalty to mutual adjustment, and the level of implementation of each course also shows a different trend.