数学教育学报2025，Vol.34Issue(6)：64-70,7.
中国中小学数学课程政策75年的演进与发展
The Paradigm of Change,Evolution Logic and Development Prospects of Mathematics Curriculum Policy in Schools in China
摘要
Abstract
To effectively analyze the changing paradigm,policy context,and evolution logic of mathematics curriculum reform in schools in China,a three-dimensional model integrating"policy timeline-policy tools-curriculum elements"is constructed to deeply dissect its transformation patterns,policy trajectories,and evolutionary logic.The quantitative analysis method of text is used to analyze the mathematics curriculum policies issued at the national level since the founding of the People's Republic of China,and it is found that the use of primary and secondary mathematics curriculum policy tools in China tends to be diversified but there is a structural imbalance.The curriculum elements have kept up with the times in innovation,but some elements need to be improved;the allocation of policy tools and curriculum elements is relatively single,with latent functionalities yet to be fully explored.In the future,the implementation of mathematics courses in schools should optimize the selection and allocation of policy tools to give play to the combined benefits of policies;enhance the practical value of policies by improving the development content of curriculum elements;and coordinate the allocation of policy tools with course elements to more thoroughly explore the potential functions of policy.关键词
中小学/数学课程政策/三维模型Key words
primary and secondary schools/mathematics curriculum policies/three-dimensional model分类
社会科学引用本文复制引用
BAI Ying-ying,PI Shuang-shuang..中国中小学数学课程政策75年的演进与发展[J].数学教育学报,2025,34(6):64-70,7.基金项目
教育部人文社会科学研究青年基金项目——政策分析视角下观照学生个别差异的国际经验与本土实现路径研究(21YJC880002) （21YJC880002）
中国教育学会2021年度教育科研一般规划课题——主要发达国家课程改革政策工具研究(202100611708B) （202100611708B）
