中美初中課堂中數學任務特徵的比較研究

Comparative Study of Mathematical Task Features in Chinese and the U.S. Classrooms

本文以30 节中美数学课堂为研究对象，从背景知识、表现形式、认知水平特征等方 面对中美数学课堂中的数学任务进行比较。研究发现：中国课堂中的数学任务数量比美国多， 倾向于解决纯数学类任务，美国课堂倾向于解决实际生活问题；中国课堂中的练习类任务占比 例最大，且多为“无联系的程序型”，美国课堂中的学习任务占比例最大。

The purpose of this study was to compare mathematical task features between Chinese and American mathematics teaching from three aspects such as using ＂real life＂ background knowledge， the task presentation forms， and cognitive level of tasks. The research samples are high quality instmctions recorded in China .and U.S. There are more mathematical tasks in Chinese classrooms than those of U.S. but they are more likely the pure mathematical tasks. There are more solving ＂real life＂ tasks in U.S classroom. As for the task presentation forms， most of the tasks in Chinese classrooms are ＂exercising tasks＂ ， but in U.S. ， the majority of the tasks are ＂learning tasks＂. All the ＂learning tasks＂ in two countries have high level cognitive demand， the ＂exercising tasks＂ in U.S. classrooms also have the high level demand， while the ＂exercising tasks＂ in China classrooms are have low level demand.