课程目标:理解的视角——以有理数乘法运算为例

Curriculum Objectives:From the Perspective of Students' Understanding Levels——Taking Multiplication of Rational Numbers as a Case

学生的理解水平、认知发展水平是制定课程目标的重要依据。只有厘清、界定了学生的实际理解水平,才能寻求、探查到一个多数人都能达到的目标层次,制定出适切的课程目标。以"有理数乘法运算"为例,学生对有理数乘法运算的理解具有层次性与有限性。由低到高,理解的三个水平为程序理解、直观理解、抽象理解。学生对有理数乘法运算的理解是非常有限的,原因在于知识的超验性与学生认知发展的层次性。对照义务教育课程标准发现,课程目标要求偏高,课程目标表述模糊。因而,课程目标需要基于学生的理解水平,具有层次性、明确性、适切性。

Curriculum objectives design should be based on students＂ understanding levels and cognitive development levels. Only when the students＇ real understanding levels are understood and clarified, can we seek and get the hierarchy of objectives that can be achieved by most people, so as to design appropriate curriculum objectives. Taking multiplication of rational numbers as an example, it is found out that students＇ understanding levels of multiplication of rational numbers is differentiated and limited. From easy to difficult, procedural understanding, intuitive understanding, and abstract understanding are the three understanding levels. The reason why students＇ understanding levels are low and limited on multiplication of rational numbers is that knowledge is transcendent while the cognitive development of students is differentiated. Comparing the objectives of new compulsory curriculum standards with students＇ real understanding levels, it is found out that the requirement of curriculum objective is excessively high, and the statement of curriculum objective is obscure. Therefore, curriculum objectives should be based on students＇ understanding levels, which should be differentiated, clarified and appropriate.