百年高中数学课程能力目标发展的回眸与反思——基于课程标准（教学大纲）的文本分析

为了解百年来中国高中数学课程能力目标发展历程及特点,从高中数学课程发展学生哪些能力及其价值取向两个维度,对1902年以来中国颁布的23份高中数学课程文件进行编码分析.结果表明:高中数学课程能力目标经历4个发展时期,表述由模糊到规范,内容由简单到丰富,内涵由概括到具体,体系由单一到完善,形成以数学核心素养为聚类的数学能力体系;价值取向由个人需求逐渐发展为个人和知识相结合,最后形成知识、个人和社会的统一.当前,基于数学内容的数学能力分类需进一步明晰维度和层次;基于数学核心素养的数学能力要素分析需实证研究;数学能力培养应扎根"四基+四能"开展教学设计与组织活动.

课程教学大纲编写探析

课程教学大纲的编写是院校教学工作的重要环节,就编写课程教学大纲的重要意义、指导思想、编制原则及界定课程内容等进行论述,探讨怎样编写科学的课程教学大纲。

A Comparison Between the Teacher's Role in the Task-based Language Teaching and that in the Traditional Language Teaching

This paper talks about the different teacher's role between traditional language teaching and task-based language teaching. Atthe beginning we will compare the teacher's role in terms of language theory and language teaching theory. The traditional teaching ob-jective is teaching the grammar. The teacher is the guider of the grammar. In the new English curriculum syllabus, the teaching objectiveis to train students' communicative competence. The teacher is the organizer of the teaching. In the traditional language teaching proce-dure, the teacher is authority and dictator. In the task-based approach, the teacher is equal to the students. In the traditional languageteaching activities, the teaching activities are boring; the teacher is the leader of the class. In the task-based approach, the teacher is thearranger of the task also they are the helpers and cooperators of completing the task.