摘要
为保障各联邦州数学教育质量的均衡发展，2003年底德国首次颁布全联邦性数学教育标准。这是一个较为典型的能力导向的教育标准，它提出学生应该发展的六大数学能力：（1）数学论证；（2）数学地解决问题；（3）数学建模；（4）数学表征的应用；（5）数学符号、公式以及技巧的熟练掌握；（6）数学交流。根据不同的认知要求这六大能力又分别被细化为三个能力水平。这个能力模型强调学生数学能力的可持续发展。
In order to ensure the balanced development of the quality of mathematics education in different federal states in Germany, the national mathematics education standard was issued at the end of 2003. This is a typical competence based standard. Six kinds of mathematical competence have been put forward： mathematical argument; mathematical problem solving; mathematical modeling; application of mathematical representation; dealing with mathematical symbols, mathe matical terms and mathematical skills ; mathematical communication. Each competence will be divided into three levels. This model emphasizes the sustainable development of students＇ mathematical competence.
出处
《课程．教材．教法》
CSSCI
北大核心
2007年第9期84-87,共4页
Curriculum，Teaching Material and Method
基金
上海市浦江人才计划资助项目“国际视野下学生数学素养研究”成果之一。
关键词
数学教育标准
数学能力模型
德国
mathematics education standard
mathematical competence model
Germany
