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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/7859

    Title: 台灣與新加坡之十二年數學課程比較;A twelve-year comparison of the mathematics curriculum between Taiwan and Singapore
    Authors: 翁婉珣;wan-hsun weng
    Contributors: 數學研究所
    Keywords: 數學比較教育;十二年一貫;新加坡教育;綱要比較;comparative mathematics education;the education of Singapore;twelve-year integrated curriculum;comparison of syllabus
    Date: 2005-06-10
    Issue Date: 2009-09-22 11:07:24 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 本論文主要針對我國與新加坡之數學課程進行探討。分別簡介兩國之學制與課程規劃,比較「小學至高中共十二年」之「數學課程綱要」並加以評析。最後歸納結論與建議,提供我國數學課程未來發展趨勢與修訂方向之參考。 本文撰寫採用文獻分析法與貝瑞岱的比較教育研究方法進行兩國比較。貝瑞岱的比較教育包含「區域研究」與「比較研究」兩種模式。區域研究係以單一國家或地區為研究中心主題,其步驟分為描述階段和解釋階段;比較研究乃是同時對多個國家或地區的教育現象進行研究,其步驟分為描述、解釋、並列和比較等階段,區域研究為比較研究的準備階段。本文即依據描述、解釋、並列和比較四個步驟進行。 從比較兩國數學課程綱要的過程中,歸納相關議題與各項目所顯現出的優點與特色,列出值得台灣觀摩與學習之項目,以茲參考。冀望這些結論與建議能對未來數學綱要之修訂,做出實質貢獻。 The purpose of this thesis is mainly on the discussion and comparison between mathematics education in Taiwan and Singapore. We also include individual introductions of the education systems and the arrangement of national syllabi for these two countries. There will be a twelve-year comparison (from the first grade to the twelfth grade) of the math syllabus between these two countries. Finally, we give conclusions and suggestions as references to the development of future mathematics education in Taiwan. In the comparison part, we adopted Document Analysis and George Z. F. Bereday's Comparative Method. There are two kinds of models in Bereday’s comparative study, including area study and comparative study. The former focuses on a single country or area with two stages of analysis—descriptive phase and explanatory phase. The later focuses on analyzing educational phenomena of multi-countries or areas in the same time. There are four stages of analysis—description, explanation, juxtaposition, and comparison. Briefly speaking, area study is the preparative phase of comparative study. The thesis will be conducted in the order of these four procedures as mentioned. In the process of comparing the math syllabi between these two countries, we got to conclude the advantages and disadvantages in respect of certain subjects. In this end, we made a list of suggestions that would be worthwhile for us to think about. It is our hope that these conclusions and suggestions can make some substantial contributions to the future mathematics syllabus in Taiwan.
    Appears in Collections:[數學研究所] 博碩士論文

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