中英澳高中向量习题认知领域的比较研究

摘要

选取中国、英国和澳大利亚三国代表性的三套高中数学教材,借鉴修订后的布鲁姆认知领域分类理论,对教材中向量内容的习题进行比较研究.研究发现:中英澳三国教材在知识维度的差异显著,主要体现在"程序性知识"和"元认知知识"两种类型;在认知过程维度的差异并不明显.对中国课程教学改革的启示:注重各知识类型的生成与转化;重视高认知水平的数学习题对学生再创造能力的培养;注重知识与认知过程的有效融合等.%Based on Bloom`s taxonomy in cognitive domain,the study made a comparison of vector exercises in three sets of textbooks which are representative in China,Britain and Australia.The results show that:there are significant differences in the dimension of knowledge among these textbooks,which mainly lie in two types of knowledge:procedural knowledge and meta-cognitive knowledge;There is no significant difference in the dimension of cognitive process.The results has significant implications for the curriculum and teaching reform in China:paying attention to the creation and conversion of different types of knowledge,attaching importance to the development of students` recreation by means of mathematics exercises with high cognitive level,laying stress on effective integration of knowledge and cognitive processes,etc.