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该文首先以比较视角分析美、芬、德与新等四国数学素养测评实践。研究表明,四国都主要采用形成性评价,测评成为教学的重要环节;芬兰还特别重视学生自我评价。四国的测评旨在诊断教学并改进教学。对测评的组织与管理则各具特色,美国与新加坡委托机构或团队开发、实施测评,德国从国家层面开展测评,芬兰则更强调教师在测评中的主导作用。为践行素养测评,该文以数学交流与数学情感素养为例介绍测评工具与技术。
Abstract：In this paper, we discuss ways of assessing students' mathematical literacy. We first introduce and analyze assessment practices from four countries, such as USA, Finland, Germany and Singapore. The analysis shows that the four countries are mainly using formative assessment,assessment has become an important part of teaching. Finland also attaches particular importance to student self-assessment. The four countries' assessment is aimed at diagnosing teaching and improving teaching. The organization and management of assessment are unique. Agency or research team are commissioned in USA and Singapore to develop assessment. In Germany,assessment is carried out at national level, in Finland, teachers play leading role in implementing assessment. We also present two cases of assessments of mathematical communication and mathematical dispositions in order to improve the enactment of assessment of mathematical literacy.
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(1)国际教育成就评价协会(IEA)主持的“国际数学与科学研究”(Trends in International Mathematics and Science Study,简称TIMSS)。
(2)国际经济合作与发展组织(OECD)主持的“国际学生评价项目”(Programme for International Student Assessment,简称PISA)。
基本信息:
中图分类号:G633.6
引用信息:
[1]徐斌艳,蔡金法.关于数学素养测评及其践行[J].全球教育展望,2017,46(09):13-24.
基金信息:
教育部人文社会科学重点研究基地重大项目“中国学生数学素养测评研究”(项目批准号:16JJD880023)的阶段性成果