【摘要】 中学数学课程标准（教学大纲）中的课程目标（教学目的）蕴藏着政策制定者对数学课程的价值观念，是中学数学课程价值取向的重要文本体现．参考Roberts和魏冰的研究成果，构建了包含3个一级主题12个二级主题的研究框架，选取1949年至今有代表性的18个版本中学数学课程标准（教学大纲）为研究样本，对其课程目标（教学目的）进行定量统计，以此分析中国中学数学课程价值取向的历史演变．研究表明：在中国中学数学课程价值取向的历史演变中，学科发展备受关注且更加多元、社会发展钟摆变化且趋于回落、学生发展逐渐突显且后来居上．进一步分析得到，中学数学课程目标的价值赋予日趋丰富，其价值取向受知识观转型的影响，并逐步呈现出“数学属性”“人文属性”与“教育属性”并重的特征．更多还原

【Abstract】 The curriculum objectives(teaching purposes) in the middle school mathematics curriculum standard(syllabus) contain the values of the policy maker to the mathematics curriculum, which is an important textual embodiment of the value orientation of the middle school mathematics curriculum. Base on the research results of Roberts and Wei Bing, this paper constructs a research framework including 3 first-level themes, 12 second-level themes, and selects 18 representative versions of middle school mathematics curriculum standards(syllabuses) from 1949 to present as the research samples. This paper analyzes the historical evolution of the value orientation of middle school mathematics curriculum in China by quantitative statistics on its curriculum objectives(teaching purposes). The research shows that:the subject development has attracted more attention and is more diversified, the social development has pendulum change and tends to fall, and the student development has gradually become prominent and has come up behind. Further analysis shows that the value of middle school mathematics curriculum goal is increasingly enriched, and its value orientation is influenced by the transformation of knowledge view, and gradually presents the characteristics of “mathematical attribute”, “humanistic attribute”, and “educational attribute”.更多还原