共查询到19条相似文献，搜索用时 140 毫秒
1.
采用追踪研究设计,以小学生数学学习为例,考察新课程改革的实施效果。研究从学生对数学的基本理解与计算能力、复杂问题解决能力、数学交流与应用意识以及对数学学习的兴趣与数学素养三个方面,实证分析参加新课程与原课程两组学生之间的差异。结果表明,使用新课程的学生对数学的基本理解与计算能力从整体上表现较好,但不如使用原课程学生在此方面的优势明显;与使用原课程学生相比,使用新课程的学生在高层次思维能力方面表现出明显优势,新课程比较明显地提高了学生的复杂问题解决能力、数学表达与交流及应用意识;新课程提高了学生学习数学的兴趣,学生也形成了良好的数学素养。 相似文献
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谢培松 《湘潭师范学院学报(社会科学版)》2006,28(2):141-142
课程改革总是在特定的经济、文化、教育等背景下进行的,并且受课程改革需求、价值认同程度、不同学龄阶段等因素的制约。不同区域的课程改革具有不同的特点,表现出明显的区域差异。分析区域差异形成的原因,对当前正在进行的新课程改革无疑具有积极的作用。 相似文献
3.
2005年,数学教育界有一个非常大的争论,争论的焦点是：新课程到底是提高还是降低了学生对数学的基本理解与计算技能,新课程是否提高了学生的问题解决能力、数学表达与交流以及应用意识,新课程是否提高了学生学习数学的兴趣与数学素养,新课程是否缩小了来自不同家庭背景的学生发展的差异性,促进了学生发展的平等性。 相似文献
4.
家庭社会资本和学校质量是影响家庭社会经济地位处境不利学生能否转化为抗逆学生的核心要素,二者如何发挥联合作用值得探究。文章使用方差分析、多层线性回归模型分析了我国东部某省不同阶层家庭小学生在家庭社会资本和学校质量方面的获取差异和回报差异。研究发现,学生的家庭社会资本和就读学校质量存在显著的阶层分割;家庭社会资本的增加、就读学校质量的提高不仅正向预测学生的学业成绩、有助于缩小不同阶层家庭学生的成绩差距,而且二者还表现出资源替代关系。因此,文章提出弱势阶层家庭的教育投资重点应该在家庭社会资本的积累上,同时政府和教育行政部门也需要努力缩小区域间和学校间在师资质量、课堂教学质量和教师专业发展机会等方面的差距,使得处境不利学生有机会获得优质教育资源以补偿其家庭资本的匮乏,增加其成为抗逆生的概率。 相似文献
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《教育理论与实践》2014,(32)
追踪小学使用新旧课程的学生在升入初中后的学习发展变化情况,从课程、学校、性别等方面进行新课程对学生发展的差异比较,得出结论:小学新课程培养的学生升入初中后在学习成绩上极其显著地高于旧课程培养的学生;从初一、初二测评中已经看出了其发展趋势,初三中考差异逐步加大。新课程对普通学校学生的影响要大于对优秀学校学生的影响。对于新课程,男女之间在学业成就上没有显著性差异;对于旧课程,在学业成就上女生显著地优于男生;新课程正逐步消除学生学业成绩的性别差异。新课程对学生的影响具有明显的延迟效应。尤其在数学学科上,表现出非常明显的促进作用,对理科课程成绩的影响大于对文科课程成绩的影响。新课程有效促进了学生基本素质、学科学习能力的发展,新课程基于能力的培养激发了学生的学习潜质,新课程迁移影响着学生学习品质的发展。 相似文献
7.
追踪小学使用新旧课程的学生在升入初中后的学习发展变化情况,从课程、学校、性别等方面进行新课程对学生发展的差异比较,得出结论：小学新课程培养的学生升入初中后在学习成绩上极其显著地高于旧课程培养的学生;从初一、初二测评中已经看出了其发展趋势,初三中考差异逐步加大。新课程对普通学校学生的影响要大于对优秀学校学生的影响。对于新课程,男女之间在学业成就上没有显著性差异;对于旧课程,在学业成就上女生显著地优于男生;新课程正逐步消除学生学业成绩的性别差异。新课程对学生的影响具有明显的延迟效应。尤其在数学学科上,表现出非常明显的促进作用,对理科课程成绩的影响大于对文科课程成绩的影响。新课程有效促进了学生基本素质、学科学习能力的发展,新课程基于能力的培养激发了学生的学习潜质,新课程迁移影响着学生学习品质的发展。 相似文献
8.
高中思想政治新课程资源，是由专门化教材和与学生社会生活等密切联系的富有时代气息的地方和校本资源，师生互动、生生互动的生成性资源，以及家庭、学校、社会中能促进教师专业成长和学生个性的全面发展的各种资源构成。新课程不再只是学科的总和，而是学科、学生、生活、社会的有机整合。这就要求思想政治教师必须顺应新课程改革的趋势，建立新的课程资源观，提升课程资源开发和整合能力，以促进学生的全面发展。 相似文献
9.
根据青少年科学抽象思维能力的结构及表现,设计了《青少年科学抽象思维能力测验》,分别对使用新旧课程培养的138名初中生进行了测量,比较了新旧课程对初中生科学抽象思维能力的影响。结果表明,使用新课程学生的科学抽象思维能力显著高于使用旧课程的学生,但对于不同类型学校以及不同性别的学生,差异的表现不同。 相似文献
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《中学语文(读写新空间)》2019,(32)
<正>在当前新课程改革的持续深化发展的趋势下,整个教育界更加注重对学生开展素质教育,而在素质教育当中,还涵盖了学生的文化底蕴,而学生的文化底蕴,则是大都来自于学生学习与掌握优秀传统文化的程度。当前在信息时代与网络时代的背景下,社会呈现出多元化思想的发展形势,一些不正确的思想价值观念,对于学生的价值观产生了较大的影响,因此,在高 相似文献
11.
Yujing Ni Qiong LiXiaoqing Li Zhong-Hua Zhang 《International Journal of Educational Research》2011,50(2):100-116
This study investigated curriculum influences on student mathematics achievement by following two groups of students from fifth to sixth grade that were taught either the reformed curriculum or the conventional curriculum. Analyses with three-level modeling were conducted to examine learning outcomes of the students who were assessed three times over a period of 18 months. Achievement was measured with regard to computation, routine problem solving, and complex problem solving. Affective aspects included self-reported interest in learning mathematics, classroom participation, views of the nature of mathematics, and views of learning mathematics. The results showed overall improved performance among all the students over the time on computation, routine problem solving, and complex problem solving but not on the affective measures. There were differentiated patterns of performance between the groups. On the initial assessment, the reform group performed better than the non-reform group on calculation, complex problem solving, and indicated higher interest in learning mathematics. The two groups did not differ on the other achievement and affective measures at the first time of assessment. There was no significant difference in growth rate between the groups on the cognitive and affective measures except that the non-reform group progressed at a faster pace on calculation. Therefore, the non-reform group outperformed the reform group on computation at the third (last) assessment. These results are discussed with respect to the possible influence of the curriculum on student learning. 相似文献
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This paper estimates the causal impact of an upper secondary curriculum reform in Sweden that increased students’ course-taking flexibility in year 2000. In the most popular upper secondary program, it led to a significant decrease in mandatory mathematics requirements. Using administrative Swedish data, we estimate the causal impact of the reform on tertiary education outcomes and expected earnings using a differences-in-discontinuity identification strategy. The method compares students born immediately before and after the cutoff date. The inclusion of students born in neighboring non-reform cutoff years enables us to disentangle the school starting age effect from the unconfounded effect of the reform. We find no negative effects of the reduced mathematics requirements. Rather, we find a positive effect of the reform on students’ probability of enrolling in, and earning a degree from, tertiary education. Our heterogeneity analysis suggests that relatively disadvantaged students were not negatively affected by the reform. 相似文献
13.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed. 相似文献
14.
This first article of the special issue presents theoretical and methodological considerations about longitudinally investigating curricular effects on the teaching and learning of mathematics in a cultural context. In particular, in this article, we discuss seven issues related to the investigation of curricular effects on the teaching and learning of mathematics: (1) the need to investigate longitudinally the effects of curriculum, (2) the nature of the reform and non-reform curricula, (3) multiple representations of curriculum use, (4) assessment of classroom instruction, (5) student diversity and achievement gaps, (6) multiple measures of student mathematics achievement, and (7) multi-level analysis of student achievement data. This article not only serves as an introduction to the special issue, but most importantly, also provides a theoretical and methodological context for the two longitudinal projects. 相似文献
15.
Qiong LiYujing Ni 《International Journal of Educational Research》2011,50(2):71-86
The study examined the impact of curriculum reform on teaching practice in primary mathematics in mainland China. The participants included 58 fifth grade mathematics teachers from 20 schools. Thirty-two of the classrooms had utilized a reform curriculum for 5 years prior to conducting the study, and the remaining 26 had been using the conventional curriculum. Each of the 58 teachers was videotaped for 3 of his/her classes during a 3-day period and the videotaped class sessions provided the data source for the study. The focus of the study was on the instructional tasks that were implemented in the classrooms and on the teacher and student interaction. Results indicated that a greater proportion of high cognitive level tasks were implemented in the reform classrooms when compared to those in the non-reform classrooms. Numerical symbolic representation as well as single-solution strategies were dominant in the instructional tasks for both groups. However, in the reform classes a higher proportion of instructional tasks were used that involved visual illustrations and hands-on manipulation and multiple-solution strategies. An analysis of classroom discourse showed that most of the teacher questions were related to memorizing exercises and explanations of answers. However, the teachers from the reform classrooms were more likely to ask students to describe the procedure that led to an answer and to inquire further into students’ responses. The results indicated positive changes in classroom practice resulting from implementation of the new curriculum. 相似文献
16.
Chuan-Ju Lin Pi-Hsia Hung Su-Wei Lin Bor-Hung Lin Fou-Lai Lin 《International Journal of Science and Mathematics Education》2009,7(3):551-573
The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In
addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background
information to help depict average student achievement in schools in an educational context. The purpose of this study was
to investigate the relationships between student achievement in mathematics and student background characteristics. The data
for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the
sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES)
and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results
indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation.
The SES factor accounted for 4.98% of the variance, and student learning-goal orientation accounted for an additional 10.61%
of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES
in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category
data is a novel approach to scoring the goal-orientation items, with the corresponding results in this study being satisfactory. 相似文献
17.
Alex Lawson Christine Suurtamm 《Assessment in Education: Principles, Policy & Practice》2006,13(3):305-325
In 1997, the Ontario government, like many other jurisdictions, undertook systemic reform of their elementary school mathematics programme, developing a new mathematics curriculum, report card, and province‐wide assessment. The curricular reform embodied a new vision of mathematics learning and instruction that emphasized instruction using challenging problems, the student construction of multiple solution methods, and mathematical communication and defence of ideas. While the design of the original large‐scale assessment incorporated much of the latest research and theory on effective practices at that time, these traditional item development and scoring practices no longer adequately assess mathematics achievement in reform‐inspired classrooms. The difficulties of marrying traditional assessment practices with a reform‐inspired curriculum could be addressed by creating a construct definition from the recent research findings on students’ mathematical development in reform‐inspired classrooms. The importance, challenges and implications of redefining the construct on the basis of existing research on students’ mathematical development, as well as collapsing the traditional content‐by‐process matrix for item development, are explored. 相似文献
18.
The current reform movement in mathematics education urges teachers to support students as they make sense of mathematics, while also ensuring that they gain specific mathematical skills and knowledge. The tension between these two expectations gives rise to what we call the dilemma of telling: how to ensure that students come to certain mathematical understandings, without directly telling them what they need to know or do. Our study focused on how two middle school mathematics teachers who were incorporating many aspects of reform mathematics into their instruction responded to this dilemma. Data sources include classroom observations and videotapes of lessons over a three-year period. We found that both teachers devoted the majority of class time to student conversations, both small group and whole class; however, the teachers strategically entered the student-dominated conversations by “telling” to meet specific curricular goals. 相似文献
19.
吴万岭 《楚雄师范学院学报》2006,21(3):31-36
我国数学教育改革的现状、国内外数学教育的历史和数学教师数学观的独特性,都说明了研究数学教师数学观的重要性。改变数学教师的数学观是数学课程改革的必要条件。因此,数学课程改革的核心环节是更新数学教师的数学观。 相似文献