Curriculum coherence: an examination of US mathematics and science content standards from an international perspective
Curriculum coherence: an examination of US mathematics and science content standards from an international perspective
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DOI：
10.1080/0022027042000294682
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发表时间：
2005-09-01
影响因子：
2.1
通讯作者：
McKnight, CC
中科院分区：
文献类型：
--
作者：
Schmidt, WH;Wang, HC;McKnight, CC
近年来，美国的课程政策强调以标准为基础的数学和科学课程理念。本文通过对第三次国际数学与科学研究(TIMSS)的数据进行分析，认为内容标准的存在不足以保证课程的高质量教学和成果。对TIMSS在数学和科学方面成绩最好的六个国家的每个年级所涵盖的内容主题的审查表明，新主题是逐渐引入的，是几个年级教学的一部分，然后往往作为单独的主题离开课程。这与美国数学和科学的各种国家标准中的主题地图形成了鲜明的对比。主题进入并挥之不去，因此每个年级通常用于教学关注的主题比典型的六个高成就国家要多得多；此外，每个主题在课程中停留的年级比在高成就国家更多。对美国21个州和50个学区的数学和科学内容标准进行的一项调查显示，与成绩优异的TIMSS国家相比，美国的国家标准更像是一种模式。尽管内容标准已成为美国课程发展和改革不可或缺的一部分，但它们尚未反映出在TIMSS研究中取得明显好于美国的国家的典型一致性。
In recent years, US curriculum policy has emphasized standards-based conceptions of curricula in mathematics and science. This paper explores the data from the Third International Mathematics and Science Study ( TIMSS) to argue that the presence of content standards is not sufficient to guarantee curricula that lead to high-quality instruction and achievement. An examination of the content topics covered in each grade of a group of six of the highest-achieving TIMSS countries in mathematics and science shows a pattern in which new topics are gradually introduced, are a part of instruction for a few grades, and then often leave the curriculum as separate topics. This contrasts sharply with mapping of topics in the various US national standards in mathematics and science. Topics enter and linger, so that each grade typically devotes instructional attention to many more topics than is typical of the six high-achieving countries; in addition, each topic stays in the curriculum for more grades than in the high-achieving countries. An examination of mathematics and science content standards from 21 states and 50 districts in the US shows a pattern more like that of the US national standards than those of the high-achieving TIMSS countries. While content standards have become integral to US curriculum development and reform, they have yet to reflect the coherence that is typical of countries that achieved significantly better than the US in the TIMSS study.