什么是拉拉
不怕不怕英文版
上海师范大学硕士学位论文摘要
摘要
21世纪以来，英国在PISA等国际测试中的数学成绩不理想，特别是在PISA 测试中英国学生的数学表现明显不如中国学生，因此英国开始向中国学习先进经验，2014年正式开启了中英数学教师交流活动，随着交流活动的进行，英国不断学习中国优异的小学数学课程与教学经验来丰富和改善本国的课程与教学。与我国相比，英国的小学数学课程改革也有些值得借鉴的地方，如基于国际测试比较结果的小学数学课程改革，借鉴当代英国小学数学课程改革的经验，也利于中国小学数学课程改革的深入推进。因此，本文在文献研究的基础上，通过梳理国内外学者的研究成果，采取文献法、比较法和历史分析法研究分析了当代英国小学数学课程的改革历程以及课程目标、课程内容和课程评价的改革，各章节主要内容如下：
钟伟强 毕夏当代英国小学数学课程的改革历程主要有二战后至1988年和1989年至今两个发展阶段：前一阶段又可细分为现代数学运动时期、进步主义教育时期以及建立国家小学数学课程三个时期；后一阶段则经历了1993年改革、1997年改革和2011年改革，分别实施了1995年、2000年和2014年小学数学课程。
邓恩中学当代英国小学数学课程目标的改革主要体现在指导思想、内容领域、水平层次和目标内容等四个方面：指导思想在不断丰富和调整；内容领域由最初的5个精简为3个；关键阶段1的水平层次保持不变，
关键阶段2的水平层次由水平2-6调整为水平2-5，但2014年取消了对水平层次的描述；数与代数、图形和测量以及统计目标的要求有所提高。
occupy的用法当代英国小学数学课程内容的改革主要体现在内容模块、内容结构和具体内容三个方面：课程内容模块一直包括数与代数、图形和测量以及统计三个部分；数与代数、图形和测量以及统计方面的内容结构更加精简和明确；数与代数、图形和测量以及统计方面的内容则稍有增加，内容难度有所提升。
当代英国小学数学课程评价的改革主要体现在评价目的、评价方式和评价管理机构三个方面，评价目的经历了促进学生学习、为了学生学习和检测学生学习三个发展阶段；评价方式历经了教师评价和标准评价任务相结合到教师评价和考试相结合，再到学校应履行的外部责任和自主评估权相结合三个发展过程；评价的管理机构从分散和独立管理过渡到统一协调管理。
当代英国的小学数学课程改革过程始终备受争议，课程目标一直保持弹性分层，课程内容始终与时俱进，课程评价理论和实践出现了脱节问题。当代英国小学数学课程带给我们的启示：稳步推进课程改革，注重课改效果；制定弹性课程ri
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Shanghai Normal University Master of Philosophy Abstract
Abstract英文昵称
risingsun
深圳会计进修学院Since the 21st century, the British did not get ideal achievement in the mathematical test such as PISA and other international tests , especially in the PISA test, British students’ mathematical performance was significantly wor than Chine students, so that the British began to learn advanced experience from China and they officially opened the Sino-British mathematics Teachers exchange activities in 2014, with the progress of activities, the British continue to learn China's excellent primary school mathematics curriculum and teaching experience to enrich and improve their own cours and teaching. Compared with our country, there is also something derve us to learn from the reform of primary school mathematics curriculum in Britain, such as the reform of primary school mathematics curriculum bad on the results of international test, the experience of contemporary British primary school mathematics curriculum reform, and that is helpful to the promotion of Chine elementary school mathematics curriculum reform. Therefore, this paper analyzes the reform progress of contemporary English primary school curriculum and their reform of curriculum objectives, cour content and curriculum evaluation ba on literature rearch. The main contents of each chapter are as follows:
naturalismThe reform process of contemporary British primary school mathematics curriculum mainly includes two development periods. The former period from post-war II to 1988can be subdivided into three periods: the modern mathematics movement period, the progressive education period and the establishment of national primary mathematics curriculum; The latter period since 1989 to now has undergone the 1993 reform, the 1997 reform and the 2011 reform, respectively, implemented the 1995 curriculum, the 2000 cours and the 2014 cours.
The reform of mathematics curriculum goal in contemporary British primary school mainly reflected in four aspects: the guiding ideology, the content, the level and the concrete content. The guiding ideology is enriched and adjusted. The content field is reduced from the initial five to three. The level of the key stage 1 remains as usual. The level of the key stage 2 from level2-6 to the level 2-5, but the level description is canceled in 2014. The requirement of number and algebra, graph and measurement and the statistical target has developed.
The reform of the content of mathematics curriculum in contemporary English
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