中美中小学数学课程标准的定量比较研究——基于合作问题解决(CPS)的视角

A Quantitative Comparative Study of Mathematics Curriculum Standards between Sino-US Primary and Middle Schools——From the Perspective of Cooperative Problem Solving(CPS)

合作问题解决(即CPS)是信息社会必备的基本核心素养之一。以《美国学校数学教育的原则和标准》(2000版)《美国州际核心数学课程标准》(2010版)和中国《义务教育数学课程标准》(2011版)为比较对象,从CPS的呈现量、呈现比例、呈现效果三方面对其进行定量刻画、定性诠释表明:先于PISA2015颁布的三版课程标准已或多或少呈现了CPS,虽有意为之,但仍有较大的改进空间,CPS的课程样态和教学路径是今后研究的焦点;中国2011版和美国2000版的部分内容,相对高效地呈现了CPS,功能指向良好;从美国2000版到美国2010版,CPS的呈现量及效果不仅大幅下降,而且其观点与美国2000版完全相左,折射出美国数学课程改革似乎正摇摆不定。

Cooperative Problem Solving （CPS） is one of the key attainments required by information society. Taking ＂Principles and Standards of American Schools＇ Mathematics Education＂ （2000 edition）, ＂Interstate Core Mathematics Curriculum Standards for Compulsory Education＂ （2011 edition）, and China＇s ＂Mathematics Curricular Standards for Compulsory Education＂（2011 edition） as comparative objects, a quantitative description and a qualitative explanation were made from the amount, proportion and effect of presentation of CPS. The results show that the three editions of curriculum standards issued before PISA 2015, more or less, have been added some features of CPS intentionally, but they still leave much space for improvement and the curriculum form and teaching approach of CPS will be the focus of future study; CPS is better presented in some contents of the 2011 edition of China and the 2000 edition of USA; compared with the 2000 edition of USA, the volume and effects of presentation of CPS have fallen sharply in the 2010 edition of USA whose views fail to agree completely with the former, indicating that the mathematics curriculum reform of USA is playing pendulum.