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    題名: 台灣與韓國之十二年數學課程比較
    作者: 黃子倩;Tzu-Chien Huang
    貢獻者: 數學研究所
    關鍵詞: 韓國教育;十二年一貫;數學課程比較;比較教育;comparative mathematics curriculum;comparative education;twelve-year
    日期: 2005-06-20
    上傳時間: 2009-09-22 11:07:49 (UTC+8)
    出版者: 國立中央大學圖書館
    摘要: 本文探討台灣與韓國之一到十二年級的數學課程綱要。經由收集兩國數學課程綱要的資料,以及教育相關訊息之後,描述兩國的教育制度與數學綱要內容,並對十二年之數學綱要做一比較與評析,作為將來台灣數學綱要之修訂的參考意見。 經由文獻分析法以及貝瑞岱的比較教育方法,步驟分為描述、解釋、並列和比較四階段,來進行研究。先從相關研究報告、書籍及網頁資訊,蒐集韓國與台灣教育以及數學課程綱要資料,然後排列與整理資料以圖表和文字表示,最後進行平衡比較(將各國資料做對稱而交替的呈現)以及闡釋比較(著重在比較要點的陳述,各國資料隨機地呈現以證明此一比較要點)。 在評析的部分,我們列出韓國與台灣較為不一樣的地方,並試圖指出值得台灣將來修訂數學綱要時用以可以參考的項目。 The purpose of this article is to discuss and compare mathematics curriculum standards for grades 1--12 between Taiwan and Korea. After our collection of the information in the education systems and mathematic curriculums for the two countries, the reference is the content to describe the education systems and mathematics education for the two countries. Moreover, we compare and analyze the mathematics curriculum standards for the twelve years in order to provide a reference for Taiwan mathematics curriculum revision in the future. Through the comparison with document analysis and George Bereday's comparative method, we proceed with four stages of analysis, description, explanation, juxtaposition and comparison. At first, we start up the research paper, books and online information, the collection of standard documents in mathematics education for Korea and Taiwan. We arrange them by graphics, tables and tsxt. Finally, the method of comparison is by balance ( the balance is present with symmetry and replacement ) and explanation ( the explanation is focused on principle points to make a statement and the reference is by random present to proof and compare to each country ). In the appreciation and analysis, we listed the differences between Korea and Taiwan and try to indicate the valuable mathematics curriculum designs for Taiwan reference.
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