共查询到19条相似文献，搜索用时 594 毫秒
1.
数学教育国际比较研究的合理定位与方法论 总被引：4，自引：0，他引：4
郑毓信 《上海师范大学学报(哲学社会科学版)》2004,33(3):1-5
数学教育的国际比较研究可以区分出两个不同的层次：(1)仅限于列举出比较对象的相同之处和不同之处；(2)依据异同处对比较对象做出总体评价，包括指明造成差异的可能原因。各国数学教育工作者更为清楚地认识自己的传统，从而做出更为自觉的反思与批判，应被看成数学教育国际比较研究的基本定位。 相似文献
2.
秦岭 《中学数学教学参考》2008,(5)
进入21世纪,随着数学教育国际交流与合作的日益频繁,世界各国为了更好地促进自身数学教育的改革和发展,开始日益重视国际间数学教育的比较研究,这一趋势有力地推动了数学教育国际比较这一新的研究领域的拓展.然而,国际间的数学教育能否进 相似文献
3.
谈数学教育研究的国际接轨 总被引：2，自引：5，他引：2
中国数学教育和国际接轨存在着一定的困难,这种困难主要是源于我国数学教育研究和国际数学教育研究上存在的差别,这些差别主要包括研究方法上的差别,有无理论框架的差别,吸收新的研究成果速度上的差别以及研究视角上的差别等.为了能够实现这种接轨我们应该提高研究人员的水平,使研究者从一个高起点上进行研究,使他们具有研究的敏感性和积极的参与性等. 相似文献
4.
秦岭 《中学数学教学参考》2008,(3):63-64
进入21世纪,随着数学教育国际交流与合作的日益频繁,世界各国为了更好地促进自身数学教育的改革和发展,开始日益重视国际间数学教育的比较研究,这一趋势有力地推动了数学教育国际比较这一新的研究领域的拓展．然而,国际间的数学教育能否进行比较,应该如何进行比较？在进行比较的过程中应遵循怎样的方法？却是摆在研究人员面前的一个难题．因此,数学教育国际比较的方法论问题就成为引人注目的焦点． 相似文献
5.
我国数学教育研究正逐步走向国际,与国际数学教育研究接轨势在必行.为进一步促进我国数学教育研究与国际接轨,必须提高中小学数学教师的研究意识和研究水平,规范数学教育研究方法;提倡百花齐放,百家争鸣的学术氛围;让数学教育研究返璞归真,到中小学教学实践中去研究数学教育问题. 相似文献
6.
我国数学教育博士学位论文的比较研究 总被引：2，自引：0，他引：2
了解我国近几年数学教育研究的现状及趋势,对于提高数学教育研究的研究水平具有重要的意义.博士学位论文的学术性、创新性和前沿性足以树立其在本研究领域较高的学术威信.因此,对博士论文在论文撰写诸多方面的异同、热点和盲点,及其随时间的变化趋势进行分析,可以折射出整个数学教育研究领域的学术态势. 相似文献
7.
叶妮 《牡丹江教育学院学报》2009,(1):92-93
教育国际化已成为教育发展的一种过程和趋势。在这个背景下,国际数学教育比较研究在教学实践和国家政策两个层面呈现出一些值得关注的问题。同时,展望国际数学教育比较研究的未来,我们在重视文化背景、理论与实践的整合方面发现了一丝端倪。 相似文献
8.
数学教育国际比较的研究范式是指研究者在从事数学教育国际比较时所遵循的基本规范.不同的研究者从事研究的目的、方法会有所不同,从而会形成不同的研究范式.中国的数学教育国际比较已基本上形成了“现实—理论—实证”、“理论—实证”、“实践—思辨”3种研究范式. 相似文献
9.
二十年来,大规模学生评估对教育研究、学校体系和教育政策产生了深远影响."国际中学生评估项目"(PISA)、"国际学生数学与科学能力动态项目"(TIMSS)和"国际学生阅读能力进步研究项目"(PIRLS)使各个国家学生成绩值具有一定可比性,由此,人们能更细致地从学校内部来观察不同国家学校工作的差异度.大规模学生评估还为学校发展、教育领导以及学生成绩的改进提供必要数据.本文以PIRLS为例,旨在从德国视角为中国今后开展大规模国际学生评估提供借鉴. 相似文献
10.
数学教育是国家整个教育的有机组成部分.由于数学学科形式化、符号化的特征,使得数学教育具有很高的国际可比性,并十分敏感地反映着教育的全局性变化.美国在20世纪60年代基于《国防教育法》的教学革新,就是从所谓"新数学运动"发端的,70年代宣告失败后回到基础;80年代又提倡问题解决; 相似文献
11.
In international comparative studies like TIMSS data analysis is aimed at differences and similarities among education systems (countries). In this article the outcomes are presented of explorative path analysis on data collected with grade 8 students and classrooms in eight Western and two Central European education systems. For the 10 education systems the resulting general path model explains 19% or less of the variance in achievement in mathematics. In many systems home educational background and students’ attitude towards mathematics have a positive relation with achievement in mathematics, out-of-school activities a negative. Due to the psychometric quality of scales and non-availability of measures of important factors at classroom level (e.g., time on task and teacher’s expectation), no significant results were found of factors that can be manipulated by policy makers. 相似文献
12.
Feng-Jui Hsieh Khoon Yoong Wong Ting-Ying Wang 《International Journal of Science and Mathematics Education》2013,11(4):819-846
This study investigates the similarities and differences of mathematics-related teaching competencies between the future secondary school teachers of Taiwan and Singapore by using data from the international Teacher Education and Development Study in Mathematics (TEDS-M), organized by the International Association for the Evaluation of Educational Achievement. Taiwan and Singapore are identified as the only two Asian countries integrating the Chinese/Confucian tradition in their education regarding TEDS-M. The relative strengths and weaknesses of these two countries, as compared to other TEDS-M higher-achieving Western countries, such as Germany, Poland, Russia, Switzerland, and the USA, are examined after reselecting and reclassifying the achievement items based on Niss’ (2003) mathematics competence and Hsieh’s (Secondary Education, 63(3), 2012) mathematics teaching competence structures. This study shows that Singaporean future teachers are weaker in the competence of devising formal mathematical arguments and transforming heuristic ideas into valid proofs than Taiwanese future teachers. Taiwan and Singapore demonstrate relative strengths at primary, lower-, and upper-secondary levels in mathematics competencies but show relative weaknesses at the tertiary level than do other higher-achieving Western countries. Comparing these two countries, Taiwan shows relative strengths at upper-secondary and tertiary levels, and Singaporean strengths are at primary and lower-secondary levels. This distinction is primarily because of the thought-oriented category of mathematics competencies. This study also finds that Taiwan and Singapore belong to different clusters compared with the higher-achieving Western countries regarding their future teachers’ relative strengths and weaknesses in either mathematics or mathematics teaching competence. 相似文献
13.
Aļesja Šapkova 《International Journal of Science and Mathematics Education》2013,11(3):733-759
The aim of the research was to compare espoused beliefs about teaching and learning and reported practices for the teachers of mathematics in Latvia. The sample consisted of 390 teachers of mathematics from different regions of Latvia. The present research is a part of an international comparative research within the NorBa project (Nordic–Baltic Comparative Research in Mathematics Education) that makes use of a quantitative questionnaire for mathematics teachers. The results show that the espoused beliefs of Latvian teachers of mathematics on efficient teaching tend more to a constructivist approach, whilst reported practices are more oriented to a traditional approach; yet, there exist statistically significant differences for teachers of different social and demographical groups. The research outcomes may be used for the improvement of teacher further education programmes. 相似文献
14.
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them. 相似文献
15.
Isobel J. Robertson 《比较教育学》2000,36(4):437-457
This study was set up as an adjunct to national assessment programmes undertake independently in Scotland and France in 1994. The stated aim was to compare Scottish pupils' performance in mathematics at Primary stages P4 and P7 with that of French pupils at stages CE2 and 6è. Issues of comparability which have arisen from multinational surveys are identified and compared with those found in the bilateral study to consider suggestions that it might provide a model for future European comparisons. Methodological issues addressed include the comparability of samples and the selection of and curriculum coverage of common items. Some findings on relative performance are reported and differences in test motivation discussed. Changes in national policies for survey organisation and design needed to minimise perceived difficulties are identified with attention drawn to the differing status and purposes of two national programmes and to cultural differences between two education systems. 相似文献
16.
法国和加拿大医师培养的差异及其社会历史原因 总被引：1，自引：0，他引：1
法国和加拿大在经济、政治、尤其是卫生保健体系等诸多领域有许多相似之处,但在医学教育体制上则有较为显著的差异,其主要原因可归结为两国的历史发展进程及民族价值观各不相同。从不同国家的社会、政治、历史的角度来分析比较其医学教育体制及教育过程的异同,对医学教育的国际合作、医学教育改革等有着非常重要的参考与借鉴作用。 相似文献
17.
学习成就的性别差异是国际教育界的关注点之一.数学认知水平的测试调查、比较表明:初二学生在总成绩上男、女生的差异不显著,但女生在分水平(计算、概念、领会、分析)上的表现几乎都呈现略比男生差的现象;访谈的结果也加强了这一观念. 相似文献
18.
《Journal of Further & Higher Education》2012,36(4):437-458
Full-time MBA students amount to about one-third of the 26,000 students enrolled on MBA programmes at UK universities. The programmes have become increasingly international in student composition and concerns have been expressed about performance, quality and comparability between programmes. Research into predictors of MBA success has been equivocal with few clear indicators. This paper presents two case studies at two post-1992 universities of full-time MBA programmes and the relationship between entry qualifications – interpreted widely – and graduation success. Full-time programmes inevitably attract overseas students from outside Europe and this creates differences, not only in culture and ethos, but also in content, teaching methods, assessment and attitudes to assessment. The discussion includes the competing perspectives of financial performance and education and the changing face of MBA programmes due to internationalisation. It concludes that there are broad similarities between the two institutions which has wider application and offers an approach that may enhance performance through improved application processes and the management of staff and student expectations. 相似文献
19.
Academic quality,league tables,and public policy: A cross-national analysis of university ranking systems 总被引：5，自引：0，他引：5
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. 相似文献