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数学能力是衡量学生数学学习质量的核心标准。中德两国高中阶段数学课程标准差异性主要表现在对数学能力的认识、对学生数学能力目标的层次水平要求和两国标准中对数学能力可操作性要求三个方面。两国标准中数学能力相似性表现在两国标准都涵盖了数学内涵所规定的大部分内容;两国都立足现实,积极回应本国数学教育发展需求;两国都将信息技术与数学能力的融合放到突出位置。德国数学标准给我们的启示是,要尽早建构适合中国高中数学教育的数学能力模型,正确认识知识掌握与能力发展的关系,注重在数学教学中培养学生的批判精神。
Mathematical competence is the core measure of student learning quality. The differences between the high school mathematics curriculum standards in China and Germany are mainly manifested in three aspects: understanding of mathematics ability, level requirement of students ’mathematics ability goal, and maneuverability requirement of mathematics ability in the two countries’ standards. The similarities between math competences in the two countries ’standards are reflected in the fact that both countries’ standards cover most of the contents stipulated by the mathematical connotation. Both countries are based on reality and actively respond to the development needs of their own mathematics education. Both countries put the integration of information technology and maths ability into place Prominent position. The enlightenment from the German mathematics standard is that we should construct the mathematical ability model suitable for Chinese high school mathematics education as early as possible, correctly understand the relationship between knowledge mastery and ability development, and focus on cultivating the students’ critical spirit in mathematics teaching.