摘要
《义务教育数学课程标准(2022年版)》总目标中的基本概念是“三会”导向的数学课程目标的主要构成。但因数量较多,渊源复杂,给基层教师理解“三会”导向的数学课程目标造成困扰。准确理解总目标中的基本概念,厘清隐含其中的逻辑关系,构建以基层教师教育经验为基石的数学课程目标整体逻辑框架,可以为基层教师理解和落实“三会”导向的数学课程目标提供经验支撑和方向引导,填补素养导向的数学课程目标与教师的教育经验之间的鸿沟。
The basic concept in the general objective of Compulsory Education Curriculum Standards:Mathematics(2022 Edition)is the main component of the mathematics curriculum objective guided by the“three competency”.However,due to its large number and complicated origin,it has made grassroots teachers misunderstand the objective.Understanding the basic concept,clarifying its logic and constructing the overall logical framework of mathematics curriculum objective based on grassroots teachers'experience can provide experience and direction for them to understand and implement the objective and bridge the gap between competency-based objective and the teachers'experience.
出处
《课程．教材．教法》
北大核心
2024年第7期102-109,共8页
Curriculum，Teaching Material and Method
基金
2023年度国家社会科学基金教育学一般项目“面向基层实践的义务教育数学核心素养结构模型与生成机制研究”(BHA230153)。
关键词
数学新课标
课程目标
核心素养
逻辑框架
new mathematics curriculum standards
curriculum objective
core competency
logical framework
