臺美中小學數學課程綱要比較分析

Comparison and Analysis of Mathematics Curriculum Guidelines of 12-Years Basic Education in Taiwan and the United States

猶如美國實施《各州共同核心標準》（Common Core State Standard, CCSS），臺灣啟動十二年國民基本教育，也正在刻畫教育歷史新篇章。十二年國教以「核心素養」作為課程發展之主軸，關注學習與生活的結合，期培養學生成為具有社會適應力與應變力的終身學習者，美國《各州共同核心標準》則強調學生高中畢業時應具備「大學與職涯準備度」，期待在校所學能與未來生活接軌，雙方在人才培育方向有異曲同工之處。本文聚焦臺美數學課綱文本的基本架構、知識結構與條目編寫，試圖探究其中的異同或規律，從而萃取足供臺灣剛起步的十二年國教數學課程發展之參考。結語以「架構展理路引內容」、「知識結構層次緊密」、「標準強烈的聚焦連貫」、「標準的重點成就素養」及「評量回應標準的陳述」觀點來總結彼此的差異，希望能對未來有關臺灣數學教育的研究有所貢獻。

Just as USA implementing common core State standards in all states, Taiwan's 12-year Basic Education has also begun to create a new chapter in history. The 12-year Basic Education views “core competency” as the main axis of curriculum development by focusing on the combination of learning and life, and the training to become lifelong learners equipped with social adaptation and adaptability. Common Core State Standards in USA emphasize that students should have “the readiness for universities and careers”. It is expected studying at schools can be in line with future life. It is obvious that both sides have similarities in the direction of talent cultivation. This article focuses on basic structure, knowledge framework and context compiling. It is intended to explore the similarities, differences or laws therein with enough references available for the development of mathematics curriculum guidelines of 12-years Basic Education. The conclusion summarizes the differences with the viewpoints of “Architecture and Reasoning Guide Contents”, “Tight Knowledge Structure Hierarchy”, “Strong Standard Focused Coherence”, “Standard Focus on Achievement Competency” and “Statement of Assessment Response Standards”. Hopefully, future researches on Taiwan's mathematics education can bring with helpful contribution.