摘要
OECD学习框架2030为帮助学生应对未来世界的不确定性,创造美好的未来,定义了3种学生必备的“变革能力”.“面向2030能力发展”同时被提出.研究围绕OECD教育2030项目的最新研究:课程内容图谱分析项目,主要关注数学学科中变革能力与2030能力发展,梳理数学学科中对应的能力,采用内容分析法对中国数学课程中的变革能力与2030能力发展从总体分布和内容关联两个方面进行深入分析,得到一些启示和建议.
The OECD learning framework 2030 defines three kinds of“Transformative Competencies”that students must have in order to help them cope with the uncertainties of the future world and create a better future.“Competency Development for 2030”is proposed at the same time.This paper is based on the latest research on OECD Education 2030 Project:curriculum content mapping analysis project,which mainly focuses on the development of transformative competencies and competency development for 2030 in mathematics.In this paper,the author makes a deep analysis of the transformative competencies and competency development for 2030 in Chinese mathematics curriculum from the two perspectives of overall distribution and content correlation by using the content analysis,and some enlightenment and suggestions are obtained.
作者
孙学敏
唐海军
曹一鸣
SUN Xue-min;TANG Hai-jun;CAO Yi-ming(School of Mathematical Science,Guizhou Normal University,Guizhou Guiyang 550025,China;College of Mathematics,Sichuan University of Arts and Science,Sichuan Dazhou 635000,China;School of Mathematical Science,Beijing Normal University,Beijing 100875,China)
出处
《数学教育学报》
CSSCI
北大核心
2022年第6期45-51,共7页
Journal of Mathematics Education
基金
教育部基础教育课程教材发展中心、课程教材研究所——课程图谱分析项目
2021年度四川省高校人文社会科学重点研究基地四川教师专业发展研究中心——基于学生作业的实习教师教学反思与教学重建研究(PDTR2021-08)。
关键词
OECD“学习框架2030”
数学课程图谱
初中数学课程
变革能力
2030能力发展
OECD learning framework 2030
mathematics curriculum content mapping
junior high school mathematics curriculum
transformative competencies
competency development for 2030
