Journal of Basic Education



香港小學數學教學現況的探討

1995.第5卷第2期(Vol. 5 No. 2).pp. 11–17
 

香港小學數學教學現況的探討

A Review of the Current State of Mathematics Teaching in Hong Kong Primary Schools

黃家鳴、林智中、黃毅英(Ka-Ming WONG, Chi-Chung LAM, & Ngai-Ying WONG)

摘要

香港的小學數學課程沿用超過十年,原有的綱要還不能配合普及教育的現實情況,這是應該認真地進行課程評估和改革的時刻了。本文先從一次由八位小學數學教師參與的專題小組訪談的結果開始,討論四個本地小學數學教育較突出的問題:課程的銜接、課本為本教學、無法照顧個別差異和學能測驗帶來的影響。綜合來說,要檢討課程與教學,有必要考慮三方面的問題:(1)考察課程內容及各單元目標的相互連繫,(2)探討適切可行的方法,照顧學生學習上的個別差異,(3)研究與此配合的教師培訓及專業化發展。作為課程檢討的開端,文末開列了一些實質的研究和發展方向。

Abstract

The mathematics curriculum for Hong Kong primary schools has been in use for over ten years and it is time to conduct an extensive review and reform since this curriculum cannot cope with real learning situations in the present era of universal education. We begin with a report on an exploratory focus group interview in which eight primary school mathematics teachers participated. Four prominent problems have been identified from this discussion, namely, problematic linkages between curricula, inflexible textbook-based teaching, failure to cope with individual differences, and the distortion of school mathematics teaching by aptitude tests. Based on these results, we propose that a review on the curriculum and instruction of primary school mathematics has to address problems in three aspects: (1) a substantial study of the curriculum content as well as the learning targets and linkages between different topics, (2) the search for feasible methods to cope with students'individual differences in learning, and (3) an exploration of concerted programmes in teachers' training and supportive ways for professional development. As a starter for such a curriculum appraisal, we suggest some viable directions for future research and development.