我國與德國、英國小學低年級數學課程綱要之比較研究

A Comparison Study of Mathematics Curriculum in Lower Primary Grades in Taiwan, Germany and the United Kingdom

本研究旨在探討我國與德國、英國小學低年級數學課程程綱要之比較，分析其特色與可能的優缺點，並提出對未來課程發展的建議。研究採用文件分析法，透過期刊論文及三個國家數學課程綱要網路資訊等蒐集分析。研究發現三個國家低年級數學課程綱要（1）課程目標皆重視數學知識、概念與應用在生活中解決問題的技能與方法，從認知、技能和情意態度面向則各有所重。（2）課程綱要理念設計的三個共同點和其他相異處。（3）課程綱要架構各有不同，皆涵括教和學的課程綱要設計、採用與生活結合的學習主題分類。（4）網要指標呈現方式不同，仍以學生學習為核心。（5）引導教學和評量，三個國家皆重視結合實際生活情境教學，英國與德國較重視學生動手操作，而台灣則兼顧概念理解與計算能力，台灣與英國皆鼓勵形成性評量，而德國則更強調以學生學習歷程來進行評估。最後並提出三項建議作為我國十二年國教低年級數學課程發展與修訂之參考。

This study aims to examine and compare the mathematics curriculum guidelines for lower-primary education in Taiwan, Germany, and the United Kingdom, analyzing their distinctive features as well as potential strengths and limitations, and proposing suggestions for future curriculum development. A document analysis method was adopted, drawing on academic journal articles and official online curriculum guideline documents from the three countries for data collection and analysis.
The findings indicate that: (1) all three countries emphasize mathematical knowledge, concepts, and the application of mathematics to solving real-life problems in their curriculum objectives, though they differ in the relative emphasis placed on cognitive, skill-based, and affective domains; (2) the underlying curriculum philosophies can be summarized into three shared characteristics alongside several notable differences; (3) although the curriculum frameworks vary in structure, all incorporate designs that address both teaching and learning and categorize learning themes connected to everyday life; (4) while the presentation of curriculum indicators differs, student learning remains the central focus across all three curricula; and (5) in terms of instructional guidance and assessment, all three countries stress teaching grounded in authentic life contexts. Germany and the United Kingdom place greater emphasis on hands-on student engagement, whereas Taiwan balances conceptual understanding with computational proficiency. Additionally, Taiwan and the United Kingdom encourage formative assessment, while Germany places greater emphasis on evaluating students’learning processes.
Based on these findings, three recommendations are proposed as references for the future development and revision of Taiwan’s lower-primary mathematics curriculum under the 12-Year Basic Education framework.