加拿大不列颠哥伦比亚省新一轮基础教育数学课程改革评介及启示

Review of the New Round of Mathematics Curriculum Reform in Basic Education in British Columbia,Canada,and Its Enlightenments

以培养"有教养公民"为根本遵循,以读写与计算基础、精要学习和核心能力为三大中心着力点,加拿大不列颠哥伦比亚省启动并完成了新一轮基础教育数学课程改革。其课程修订注重研究共同体研判与利益相关者反馈的有机结合;课程目标聚焦"有教养公民"的教育目标与核心能力基础教育目标的数学学科承接;课程模式体现"知道-实践-理解"的互相联动与"内容-课程能力-大概念"之相互耦合的精要学习旨趣。结合当前我国基础教育数学课程改革不断深化的背景,得到三点启示:数学课程的目标与实施,可进一步厘清立德树人、学生发展核心素养、数学学科核心素养三者间的逻辑关系,关照立德树人与核心素养的数学学科承接,以更具可操作性的细化标准指引数学教育教学实践,切实做到数学学科育人;数学课程的框架与衔接,可以研究、确立基础教育数学学科大概念为基础,在横向上以学科大概念为主干,精选知识内容、细化能力要求,在纵向上以学科大概念为脉络,进一步完善幼小初高的衔接;数学课程的开发与修订,可通过前期调研、专家论证、公众参与、第三方评估等多轮迭代程序,进一步加强数学课程研究共同体研判与利益相关者反馈的有机结合。

Taking the cultivation of the Educated Citizen as the fundamental principle,with literacy and numeracy foundations,essential learning,core competencies as the three main focus points,the Province of British Columbia has initiated and completed a new round of reform of mathematics curriculum in basic education.The curriculum revision valued the organic combination of the research community’s judgment and stakeholders’feedback.The curriculum objectives focused on the contributions to the educational objectives of Educated Citizen and the basic education objectives of core competencies.The Curriculum Model embodied the essential learning tenet from mutual linkage of“Know-Do-Understand”and the mutual coupling of“Content-Curricular Competencies-Big Ideas”.Under the background of the continuous deepening of mathematics curriculum reform in basic education in our country,three enlightenments have been obtained.The objective and implementation of mathematics curriculum can further clarify the logical relationship between " Fostering Virtue through Education",the core competencies of student development,and core competencies of mathematics,and take care for the mathematics'contributions to “ Fostering Virtue through Education”and core competencies.Guide the practice of mathematics education and teaching with more operational and detailed standards,and effectively educate students through mathematics.In terms of the framework and coherence of mathematics curriculum,it can be based on the research and establish basic education mathematics Big Ideas.Horizontally focus on Big Ideas,select essential knowledge content,refine the ability requirements,and use the Big Ideas as the context in the vertical direction tofurther improve the connection between the kindergarten,the primary,the middle and the high school.The development and revision of the mathematics curriculum can further strengthen the organic combination of the research community’s judgment and stakeholders’feedback through multiple iteration processes of preliminary research,expert argumentation,public participation,and third-party evaluation.