從課程研修探討我國數學教育之問題

Investigating critical issues of mathematics education from the perspective of the development of national curriculum in Taiwan

鄭章華(Chang-Hua Chen)

《台灣教育研究期刊》 1卷1期 (2020/01) Pp. 177-192

摘要

自民國57年實施國民義務教育以來，中小學數學課程歷經多次的變革。臺灣學生在多次國際數學學習成就評比的高成就，顯示我國數學教育的品質與和成效值得肯定，不過也指出了數學教育的一些問題。本文從數學課程研修的角度探討我國數學教育的問題，發現存在著：一、缺乏做為底蘊的數學教育哲學，二、課程綱要修訂過於頻繁，三、課程內容連貫性不足等問題，文末針對前述問題提出相關的建議。

關鍵字

十二年國教 ； 課程綱要 ； 數學教育

並列摘要

National Mathematics Curriculum has constructed and changed rapidly since the implementations of compulsory education in 1968. Taiwanese students earned high scores in several international comparisons of mathematics achievement, which shows the high quality and satisfying outcomes of mathematics education in this nation. However, these international comparisons indicate some issues that need our attention and actions. This article investigates critical issues of mathematics education in Taiwan from the perspective of the development of national curriculum. There are at least three critical issues: a) lacking the underlying philosophy of mathematics education; b) the rapid change of national curriculum guidelines; c) lacking the coherence of national curriculum. This article discusses these critical issues and proposes suggestions accordingly.

並列關鍵字

12-year basic education ； curriculum guidelines ； mathematics education