探寻我国物理实验教学研究的贡献,不仅有助于完善物理学科教学研究体系,也有利于推动中国物理教学研究体系的国际传播.文章基于CNKI中国知网数据库的检索,对1981至2022年《课程·教材·教法》刊载的92篇物理实验教学研究文献的分析发现,研究从宏观层面介绍了国外物理实验教学的情况,探讨了物理实验教学中融入科学素质的实施现状以及物理实验的课程标准与教材建设,从微观层面上深入分析物理实验的教学、学习、评价等问题.

研究者以统计活动过程为主要依据,对人教版初中数学教材"统计与概率"内容进行了分析,了解了"统计与概率"内容在统计活动过程各环节的编排情况,"统计与概率"内容在统计活动过程上的呈现度和学生参与度的情况,以及教材上"概率"内容的编排情况等.分析发现,统计活动过程各环节的编排较好地贴合了2011年版课标的要求,知识目标明确却有些局限;统计活动过程的教材呈现度和学生参与度一般,轻视数据收集和表示;统计与概率分开编排,以"用频率估计概率"简单融合收尾.因此,教材编写与实施应兼顾完整的统计活动过程各环节,重视统计与概率之间的关系,并培养学生的统计推断能力.

以统计活动过程为主要依据,对苏科版初中数学教材中"统计与概率"的内容进行分析,以了解其在统计活动过程各环节的编排情况、教材呈现和学生参与统计活动过程的完整度情况,以及概率内容的编排情况.研究发现,统计活动过程各环节的内容对新授知识点的偏重明显,总体上重视图表、计算等技术层面;统计活动过程的教材呈现度和学生参与度均有所欠缺,活动前期阶段更受忽视;概率内容的引入借助其频率定义与统计部分关联,内容较为直观和单一.因此,教材编写与实施应兼顾完整统计活动过程的各环节,重视统计与概率之间的关系,并侧重初步统计推断能力的培养,如此才有望培养与提升学生的统计素养.

《义务教育数学课程标准(2022年版)》指出,在教学中要重视对教学内容的整体分析,帮助学生建立能体现数学学科本质、对未来学习有支撑意义的结构化的数学知识体系.以"图形的高与面积"这一内容为例,展开基于内容结构化的教学设计与实践,尝试让学生在图形转化中理解高和底的意义,并以此为桥梁建立平行四边形、三角形及梯形的面积计算的实质性联系,形成图形面积计算及探索方法的一致性.

教师基于对"0～9数的认识"单元知识内容的分析,确立单元的内外知识结构.内部知识结构包括数的意义、数的形式、数的运算三个主模块以及基数、序数等十个子模块;外部知识结构包括相关学科或领域知识和学生经验性知识.由此形成完整的单元知识结构,为单元的整体教学设计奠定基础.

本研究以统计活动过程为主要依据,对北师版初中数学教材中"统计与概率"的内容进行分析,以了解其在统计活动过程各环节的编排情况、教材呈现和学生参与统计活动过程的完整度情况,以及概率内容的编排情况.研究发现,统计活动过程各环节的内容在"2011版课标"基础上有所深化,体现出一定的统计素养的渗透;在各知识点上逐个击破,统计活动过程的教材呈现度和学生参与度不佳;将频率定义贯穿概率学习的始终,凸显统计与概率的关系.因此,教材的编写与实施应兼顾并更好地衔接完整统计活动过程的各环节,继续落实统计与概率之间关系的渗透,并关注统计推断能力的培养,方能提升学生的统计素养.

Through the analysis of a total of 331 postgraduate dissertations from 2003 to 2021,it is found that the education research of "Statistics and Probability" the basic education stage has been mainly based on teaching and learning research over the years;multi-topic comprehensive research also occupies a certain position,and its overall writing can basically achieve complete structure and clear thinking.Meanwhile,there are the following characteristics and problems worth noting:most of the research problems are practice-oriented,and the inherent logic of problem definition is insufficient;the retrieval and review of literature analysis are not in place,and the theoretical basis is not clear enough.The design of research thinking lacks completeness,and research methods are various but there are misunderstandings in use.Research results,conclusions and recommendations are easily detached or confused from each other;the internal tension of research is insufficient,and research reflection and prospects are only formal.Based on this,the following suggestions are put forward for the dissertation writing:paying attention to the timeliness,reality and feasibility of the research topic;improving the comprehensiveness,pertinence and clarity of the literature review;paying attention to the systematic and scientific nature of the research design;emphasizing the internal consistency of research problems,results,conclusions and recommendations;and ensuring the standardization,structure and rigor of thesis writing.

我国中小学"统计与概率"的教材研究随着数学课程改革的推进在不断发展.通过对 191 篇相关文献的分析发现,统计知识的背景与表达、统计与概率的关系、学段间的衔接,是多数研究者的共同关注点.基于各学段的课程理念特色,小学强调学科内与学科间的融合,初中更重视技术使用,高中则立足数学文化视角.在教材分析与比较的维度、角度和标准上基本形成了一套主流体系.未来研究还需要注意端正教材比较研究的态度,从学科思维出发创新教材研究方法,并且打通课标、教材和教学间的隔膜.

基于记数系统的结构性,可将传统的"10以内数的认识"教材单元调整为"0～9数的认识"知识主题单元.先依据课程标准与各版本教材,整体审视"0～9数的认识"及相关单元的纵向关联,确定以"数感"为素养导向,以"十进位值制"为核心概念;再聚焦"0～9数的认识"知识主题单元本身,横向比较多版本教材的编排顺序、知识内容、学习工具的异同,为本主题单元知识结构的确立奠定基础.

基于CNKI数据库的检索,通过对1997至2021年的451篇我国中小学"统计与概率"教育研究文献进行分析发现,教与学的研究多以描述现状为主,倾向于从教学方面寻求学生学习进步或发展核心素养的途径;依托课程标准和教材开展的课程研究还有较大突破空间,尤其是在教材分析框架上可更加彰显"统计与概率"的学科特色;教师专业发展方案的设计尚有很大空白,评价研究也比较局限于试题分析.除了继续在各研究主题上推进之外,还需要综合考虑教学、学习、课程、教师、评价等方面,并且对义务教育这一早期统计教育阶段给予足够的关注.

基于CNKI数据库的检索,对177篇数学推理研究文献进行分析,发现我国中小学数学推理研究在近年来发展明显,并逐步关注合情推理.研究内容主要包括:对数学推理本身内涵方面的分析;通过划分数学推理能力水平来调查学习状况、可能影响因素;分析教材中有关数学推理的内容呈现情况;从教师、教学以及课程等方面提出促进数学推理能力培养的策略.然而,当前研究的理论分析中尚且存在定义模糊、理解片面等问题,进而影响实证研究的开展效果,所以未来研究还需要厘清数学推理的基本问题,关注数学推理本身及其在全学段教学落实的整体性.

Based on the analysis of the International Handbook of Research in Statistics Education published in 2018, current research in statistics education focuses on statistical practice and the understanding of fundamental statistical concepts, and is committed to developing learners’ statistical inference ability, statistical thinking and literacy, trying to track and improve statistics learning trajectories and pay attention to the professional development of statistics teachers. From the perspective of international trends, in the future, research in statistics education will continue to deepen the research on conceptual understanding, strengthen the reflection and reconstruction of curriculum model, focus on the improvement of teachers’ statistical literacy, and further incorporate data science to promote change with a holistic approach. In China, statistics education should be based on complete statistical practice to promote students’ conceptual understanding, enhance teachers’ awareness of using technology, develop professional software suitable for statistical teaching and learning, and design statistical literacy-oriented assessments for teaching and learning; as for research in statistics education, it is urgent to establish and improve professional organizations and journals that are in line with international standards, in order to focus on problems, deepen the essence of research, improve the level of research, to incorporate the “all stages” from kindergarten to higher education into the research, and eventually to expand to the entire society.

The introduction of subject literacy, the promulgation of "new curriculum standards", and the implementation and promotion of new teaching materials drive the transformation of school education methods and directly affect the transformation of research on teaching design. Therefore, the research on holistic teaching design focusing on the transformation of classroom teaching methods and pointing to the reform of classroom teaching is of important theoretical value and practical significance. By combing the researches on holistic teaching design of different subjects and different perspectives in the basic education stage, it is found that the relevant theoretical analysis and the holistic teaching design model or strategy provide a certain sense of guidance or reference for teaching practice. However, with the deepening of the holistic teaching design research, the problems in its research have gradually emerged: collaborative research needs to be deepened; the research horizon can be further expanded; the standardization of experimental research needs to be strengthened. Therefore, in terms of holistic teaching design research, it is necessary to explore new collaborative research models and innovate research methods to optimize collaborative research models, so as to promote the effectiveness and in-depth research; it needs to be integrated into interdisciplinary and transdisciplinary perspectives, so as to enhance the innovation of research by deepening discipline research and strengthening interdisciplinary research; experimental research needs to pay attention to the selection of experimental objects, the scientificity of experimental design, and the control of experimental factors, and the standardized analysis of experimental data is required, so as to effectively optimize the holistic teaching design model or strategy and improve the effectiveness and reliability of experimental research.