【作者】 周敏；

【导师】 陆新生；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 进入二十一世纪,世界各国课程改革风起云涌,而教科书又是课程改革后的主要产品。就此,本研究以大陆“人教版”和台湾“南一版”数学教科书为对象,对一至九年级的“统计与概率”内容进行分析与比较,探讨两地教科书在此内容编写上的特点和异同,以期找出我国中小学“统计与概率”改革的优点与不足。本研究采用比较法和内容分析法对教科书进行了静态的分析。研究者依据统计与概率的含义,结合前人已有的研究成果,参考大陆课程标准、台湾课纲、NCTM的《原则和标准》和TIMSS中“统计与概率”的内容,自行编制了统计与概率内容分析类目表。然后,依据该内容分析类目表,以“题”为分析单位,对两套教材的“统计与概率”内容分别从教学目标、内容比重、概念分布情况、概念呈现方式这四个方面进行了比较分析。本研究得到的主要研究结果如下：1.教学目标之异同两套教科书统计与概率内容的教学目标与相应的课程标准、课程纲要都基本吻合。但两者在数量上差距较大,而且在各类目分布情况上也有较大不同。2.内容比重之异同以“题”为分析单位,从总体上看,两套教科书中“统计与概率”内容占全面内容的比重都不大。但从各年级内容比重情况来看,两者存在较大差异。3.概念分布之异同在比较中我们发现,两套教科书都采用了统计与概率分开编排的方式,以统计为主,概率为辅,但“人教版”比“南一版”更重视渗透统计与概率之间的联系。统计部分,虽然两套教材都很重视“描述数据”,但两者的关注点却有很大的不同。概率方面,两套教材的概念分布则区别更大。4.概念呈现方式之异同通过对“抽样”内容和版面编排的细化比较,进一步发现“人教版”更注重统计概念的完整性,强调统计思想；“南一版”则注重概念细节。并且较之“人教版”,“南一版”不仅题量少很多,而且题目分层没有这么明显,含多个知识点的提问少,开放性的提问少。更多还原

【Abstract】 In the21century, a lot of countries in the world began to reform curriculum. The textbook is the main product in the curriculum reform. To explore the advantages and shortcomings of current Chinese mathematics curriculum reform in the area of statistics and probability, this research choice mathematics textbooks which published by Chinese Mainland’s People’s Education Press and Taiwan Nan I Book Enterprise as the subjects. The researcher analyzes and compares the content of statistics and probability from one to nine grades and discusses the similarities and differences of the two versions of the textbooks.The research uses the method of comparative analysis and content analysis. The researcher develops the content analysis categories of statistics and probability based on the meanings of statistics and probability, the existing research results, curriculum standard of Chinese Mainland, curriculum outline of Taiwan, the principles and standards published by NCTM and the "statistics and probability" content in the TIMSS. Then, selecting the problems as the units, the researcher analyzes the "statistics and probability" content of these two versions of mathematics textbooks based on the content analysis categories. It is analyzed from the dimensions of teaching objectives, content proportion, concept distribution, concept presentation.The main results are as follows:1. Similarities and differences of the teaching objectivesThe teaching objectives in two versions of textbooks are accordant with course standard and curriculum outline. But the number and the distribution of the teaching objectives in the all categories is quite different.2. Similarities and differences of the content proportionFrom the analysis of "questions", we find content proportion of statistics and probability in two set of textbooks is small. But it is quite different in different grade.3. Similarities and differences of the concept distributionThrough the comparison, we found the two versions of textbooks arrange statistics and probability separately, and take the statistics as the priority. But the textbooks of Chinese Mainland pay more attention to the connections between the probability and statistics. For the statistics, although both the two versions of textbooks emphasis on "describe data", their concerns are quite different. For the probability, there is a big difference of concept distribution between the two versions of textbooks.4. Similarities and differences of concept presentationSelecting "the sampling" as a typical case, compare the content and layout. Further find that Chinese Mainland pay more attention to the integrity of the statistical concept, emphasize on thinking of statistics. Taiwan focuses on the details. Compared with Chinese Mainland, The number of the questions of Taiwan is much less and worse topic layers, less multiple points of questions and open-ended questions.更多还原