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课程难度模型在运用中出现的偏差有:(1)用“知识点”的多少来量化课程广度;(2)用最大抽象度来刻画课程深度;(3)用目标动词赋值的平均数来表示课程深度。与此相对应,要做如下修正:(1)用所有课程目标的多少来量化课程广度;(2)用抽象度的总和来刻画课程深度;(3)用课程目标赋值的总和来表示课程深度。运用修正后的方法计算可知:《课程标准》的课程知识难度最低。
The discrepancies in the use of the difficulty model include: (1) quantifying the breadth of the class by how much “knowledge points”; (2) using the maximum abstraction to characterize the depth of the class; (3) To indicate the depth of the course. Correspondingly, the following amendments should be made: (1) to quantify the breadth of the course with all the goals of the course; (2) to use the sum of abstraction to characterize the course depth; (3) to use the sum of the course goal assignments to indicate the course depth . Calculated using the revised method shows that: “curriculum standards” the least difficult course knowledge.