中韩义务教育数学课程标准的比较与启示

A Comparative Study of Mathematics Curriculum Standards for Compulsory Education in China and South Korea and Its Enlightenment

我国与韩国在2022年相继颁布了义务教育数学课程标准,通过对两国数学课程标准前言、性质与理念、课程目标、课程内容、实施建议五部分的比较发现,两者存在一定的共性,但也有着显著的区别。分析发现,我国数学课程标准的立意层次更高、内容辐射面更广,而韩国数学课程标准更简明扼要,对教师具有更强的实践指导性;我国数学课程标准以“核心素养”为主轴,注重数学课程的育人性,韩国数学课程标准以“核心理念”为主轴,注重学生数学学科力量的培养;两国均注重课程知识的结构化整合,也都关注信息技术与数学教学融合,但缺乏相应的实施指导。在新时代发展背景下,创新型人才的培养成为两国数学课程的共同追求,韩国数学课程标准有着更为明确的指导性建议。中小学校应组织数学教师对课程标准进行解读、深入研究,为教师的教学实施提供参考,在充分发挥我国数学课程标准内容全面的基础上,有效吸收韩国数学课程标准便捷和可操作性强的优点。

China and South Korea successively issued compulsory education mathematics curriculum standards in 2022.Comparing five parts of the two countries'mathematics curriculum standards,which are introduction,nature and philosophy,curriculum objectives,curriculum content,and implementation suggestions,it is found that there are certain commonalities and significant differences between the two standards.The analysis has found that China's mathematics curriculum standards demonstrate higher level of intention and wider coverage of content,while South Korea's mathematics curriculum standards are more concise,providing stronger practical guidance for teachers.China's mathematics curriculum standards focus on"core competencies"and emphasize the educational nature of mathematics courses,while South Korea's mathematics curriculum standards focus on"core concepts"and the cultivation of students'mathematical subject strength.Both countries emphasize the structural integration of curriculum knowledge and the integration of information technology and mathematics teaching,but the implementation guidance lacks in both versions.In the context of the development of the new era,the cultivation of innovative talents has become the common pursuit of mathematics education in both countries,but the Korean curriculum standards have clearer guiding suggestions.Primary and secondary schools should organize mathematics teachers to interpret and conduct in-depth researches on the curriculum standards,providing reference for teachers'teaching implementation.These strategies could fully promote the advantages of comprehensive content in China's mathematics curriculum standards,and be effective to help teachers absorb the advantages of convenient and operability in South Korea's mathematics curriculum standards.