美国匹兹堡大学“QUASAR计划”:设计、实施及启示
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摘要
美国匹兹堡大学主持的"QUASAR计划"是一项旨在研究和促进经济不发达地区初中数学教学实施与发展的国家教育改革课题。本文首先给出QUASAR项目的提出背景;然后重点介绍项目是如何设计与实施的;最后是我国新一轮高中数学课程标准实施的启示:一是构建数学核心素养与学业质量标准的编码系统;二是运用编码系统对数学任务进行分类和水平设计;三是为不同类型和水平的数学任务建立教学案例库。
The QUASAR program, hosted by the university of Pittsburgh in the United States, is a national education reform project aimed at studying and promoting the implementation and development of middle school mathematics teaching in economically underdeveloped areas. This paper first gives the background of the QUASAR project. Then, it focuses on how the project is designed and implemented. Finally,it gives some inspirations for the implementation of the new high school mathematics curriculum standards in China: One is to build the coding system of mathematical core competencies and academic quality standard;Secondly, the mathematical task is classified and designed with the coding system; The third is to establish the teaching case library for different types and levels of mathematical tasks.
The QUASAR program, hosted by the university of Pittsburgh in the United States, is a national education reform project aimed at studying and promoting the implementation and development of middle school mathematics teaching in economically underdeveloped areas. This paper first gives the background of the QUASAR project. Then, it focuses on how the project is designed and implemented. Finally,it gives some inspirations for the implementation of the new high school mathematics curriculum standards in China: One is to build the coding system of mathematical core competencies and academic quality standard;Secondly, the mathematical task is classified and designed with the coding system; The third is to establish the teaching case library for different types and levels of mathematical tasks.
引文
[1]姚静.数学任务框架:一种教学反思的理论[J].贵州师范大学学报(自然科学版),2003,21(3):31-35.
[2]王静,胡典顺.中美初中课堂中数学任务设计的比较研究——以“一次函数”为例[J].数学通报,2016,55(11):23-27.
[3]李小柳.初任高中数学教师数学任务实施研究[D].重庆师范大学,2013.
[4]贾衍麟.基于“课堂观察”工具的数学任务的设计与实施研究——以上海某中学Z老师课堂为例[D].上海师范大学,2016.
[5]Dossey J A, Mullis I V S, Lindquist M M, et al. The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment [M]. Princeton, NJ: National Assessment of Educational Progress, 1988.
[6]Mullis I V S, Dossey J A, Owen E H, et al. The State of Mathematics Achievement: NAEP’s 1990 Assessment of the Nation and the Trial Assessment of the States [M]. Washington, DC: National Center for Education Statistics. 1991.
[7]Bourque, M L, Garrison, H H. The Levels of Mathematics Achievement: Initial Performance Standards for the 1990 NAEP Mathematics Assessment. Volume I: National and State Summaries [M]. Washington, DC: National Assessment Governing Board. 1991.
[8]Bazzini L. The IEA study of mathematics II: Contexts and outcomes of school mathematics[J]. Educational Studies in Mathematics, 1990, 21(4):383-390.
[9]Porter A. A Curriculum out of BalanceThe Case of Elementary School Mathematics[J].Educational Researcher, 1989, 18(5):9-15.
[10]The “Revolution of the Possible"in Mathematics Instructional Reform in Urban Middle Schools.[J]. Urban Education, 1996,30(4):476-521.
[11]Silver E A, Smith M S, Nelson B S. The QUASAR project: Equity concerns meet mathematics education reform in the middle school[M]// New directions in equity in mathematics education. 1995:9-56.
[12]Lane S, Silver E A. Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Assessment: The Experience of the QUASAR Project[M]// Equity and Excellence in Educational Testing and Assessment. Springer Netherlands, 1995:185-219.
[13]Stein M K, Smith M S. Mathematical Tasks as Instructional Reform in Urban Middle Schools Help Students Narrow the Mathematics Performance Gap? Some Evidence from the QUASAR Project.[J]. Research in Middle Level Bducation Quarterly, 1995, 18(2):49-70.
[14]Stein M K,Smith M S.Mathematical Tasks as a Framework for Reflection:From Research to Practice[J]. Mathematics Teaching in the Middle School, 1998, 3(4):268-275.
[15]Stein M K, Suzanne Lane. Instructional Tasks and the Development of Student Capacity to Think and Reason:An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project[J]. Educational Research&Evaluation, 1996, 2(2):50-80.
[16]Henningsen M, Stein M K. Mathematical tasks and student cognition:Classroombased factors that support and inhibit highlevel mathematical thinking and reasoning.[J]. Journal for Research in Mathematics Bducation, 1997, 28(5):524-549.
[17]朱德全.数学素养构成要素探析[J].中国教育学刊,2002,(5):49-51.
[18]蔡金法,徐斌艳.也论数学梭心素养及其构建[J].全球教育展望,2016, 45(11):3-12.
(1)648个数学任务的计算方法为:3学年×6所学校×2位教师×3次观察(秋季、冬季和春季)×3天(1天观察1次)×2个(任务A和任务B)。
(2)144次观察的计算方法为:12次观察(每年每所学校)×4个学校×3年。
[2]王静,胡典顺.中美初中课堂中数学任务设计的比较研究——以“一次函数”为例[J].数学通报,2016,55(11):23-27.
[3]李小柳.初任高中数学教师数学任务实施研究[D].重庆师范大学,2013.
[4]贾衍麟.基于“课堂观察”工具的数学任务的设计与实施研究——以上海某中学Z老师课堂为例[D].上海师范大学,2016.
[5]Dossey J A, Mullis I V S, Lindquist M M, et al. The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment [M]. Princeton, NJ: National Assessment of Educational Progress, 1988.
[6]Mullis I V S, Dossey J A, Owen E H, et al. The State of Mathematics Achievement: NAEP’s 1990 Assessment of the Nation and the Trial Assessment of the States [M]. Washington, DC: National Center for Education Statistics. 1991.
[7]Bourque, M L, Garrison, H H. The Levels of Mathematics Achievement: Initial Performance Standards for the 1990 NAEP Mathematics Assessment. Volume I: National and State Summaries [M]. Washington, DC: National Assessment Governing Board. 1991.
[8]Bazzini L. The IEA study of mathematics II: Contexts and outcomes of school mathematics[J]. Educational Studies in Mathematics, 1990, 21(4):383-390.
[9]Porter A. A Curriculum out of BalanceThe Case of Elementary School Mathematics[J].Educational Researcher, 1989, 18(5):9-15.
[10]The “Revolution of the Possible"in Mathematics Instructional Reform in Urban Middle Schools.[J]. Urban Education, 1996,30(4):476-521.
[11]Silver E A, Smith M S, Nelson B S. The QUASAR project: Equity concerns meet mathematics education reform in the middle school[M]// New directions in equity in mathematics education. 1995:9-56.
[12]Lane S, Silver E A. Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Assessment: The Experience of the QUASAR Project[M]// Equity and Excellence in Educational Testing and Assessment. Springer Netherlands, 1995:185-219.
[13]Stein M K, Smith M S. Mathematical Tasks as Instructional Reform in Urban Middle Schools Help Students Narrow the Mathematics Performance Gap? Some Evidence from the QUASAR Project.[J]. Research in Middle Level Bducation Quarterly, 1995, 18(2):49-70.
[14]Stein M K,Smith M S.Mathematical Tasks as a Framework for Reflection:From Research to Practice[J]. Mathematics Teaching in the Middle School, 1998, 3(4):268-275.
[15]Stein M K, Suzanne Lane. Instructional Tasks and the Development of Student Capacity to Think and Reason:An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project[J]. Educational Research&Evaluation, 1996, 2(2):50-80.
[16]Henningsen M, Stein M K. Mathematical tasks and student cognition:Classroombased factors that support and inhibit highlevel mathematical thinking and reasoning.[J]. Journal for Research in Mathematics Bducation, 1997, 28(5):524-549.
[17]朱德全.数学素养构成要素探析[J].中国教育学刊,2002,(5):49-51.
[18]蔡金法,徐斌艳.也论数学梭心素养及其构建[J].全球教育展望,2016, 45(11):3-12.
(1)648个数学任务的计算方法为:3学年×6所学校×2位教师×3次观察(秋季、冬季和春季)×3天(1天观察1次)×2个(任务A和任务B)。
(2)144次观察的计算方法为:12次观察(每年每所学校)×4个学校×3年。