中澳数学课程标准内容深度比较——基于初中学段 统计与概率 的分析

Comparison of Content Depth of Mathematics Curriculum Standards in China and Australia： An Analysis Based on the Statistics and Probability in the Stage of Junior Secondary School

对我国2011年颁布的《义务教育数学课程标准（2011年版）》与澳大利亚2010年颁布的《澳大利亚数学课程》中初中学段“统计与概率”领域内容的深度进行质性分析与量化比较后发现：澳大利亚“统计与概率”领域内容深度略大于中国，但差异不显著。在内容分布上的差异是，中国以“数据收集、整理与描述”和“数据分析”为重，而澳大利亚初中学段“统计与概率”四个模块水平要求相对均衡；在认知水平分布上的差异是，中国以“理解”和“掌握”为重，而澳大利亚以“理解”和“问题解决”为重。借鉴《澳大利亚数学课程》，我国需要强化“统计与概率”课程内容的严谨性与实践性，加强与现代信息技术的整合，以及发展学生的批判性与创造性思维等。

Based on ＂The Mathematics Curriculum Standards of Compulsory Education （Version 2011）\＂ issued in China in 2011 and ＂The Australian Curriculum： Mathematics＂ issued in Australia in 2010， the authors conducted qualitative analysis and quantitative comparison on the depth of ＂Statistics and Probability＂ in the two mathematics curriculum standards in the stage of the junior secondary school. The results show that the depth of ＂Statistics and Probability＂ in Australian curriculum standards is slightly deeper than that of China， but the difference is insignificant. The difference in content distribution is that China pays more attention to ＂data collection， organizing and description＂ and ＂data analysis＂ ; while Aus tralia is trying to balance the requirements of four modules of ＂Statistics and Probability＂. The difference in the distribution of cognitive level is that China takes ＂understanding＂ and ＂grasping＂ as the most important; while Australia pays more attention to ＂understanding＂ and ＂problem solving＂ . We should learn from ＂The Australian Curriculum： Mathematics＂ to increase the rigor and practicality of the curriculum content， strengthen the integration of curriculum and information technology， and develop students' criti cal and creative thinking.