A Coherent Curriculum: The Case of Mathematics.
A Coherent Curriculum: The Case of Mathematics.
复制标题
连贯的课程：数学案例。
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Leland S. Cogan
中科院分区：
文献类型：
--
作者：
W. Schmidt;Richard T. Houang;Leland S. Cogan
国家：在A国，国家采用了最好的作物种植方法，并将其转化为清晰、连贯、可管理的农业指导方针。这些指导方针分发给全国所有农民。此外，A国向所有农民提供最新工具（拖拉机、打包机、收割机等）。以及如何使用这些工具的培训，使他们能够实施准则中所载的智慧。就像在任何其他国家一样，一些农民天生就比其他人更环保;他们找到了超越指导方针的方法，种植额外丰富的作物。但是，指导方针和工具的广泛可用性为农业质量奠定了基础。因此，最有效率的农民和最没有效率的农民之间的差距不是很大，平均农业质量相当好。此外，随着最好的农民的知识被纳入指导方针，平均质量慢慢提高。
countries: In Country A, the nation takes the best that’s known about growing crops and translates it into clear, coherent, manageable guidelines for farming. These guidelines are distributed to all farmers in the country. Further, Country A makes available to all farmers up-to-date tools (tractors, balers, harvesters, etc.) and training on how to use these tools that allow them to implement the wisdom contained in the guidelines. Just as in any other country, some farmers have inherently greener thumbs than others; they find ways to surpass the guidelines and cultivate extra-rich crops. But the broad availability of the guidelines and tools puts a floor beneath farming quality. As a result, the gap between the mostand least-effective farmers is not very great, and the average quality of farming is quite good. Moreover, the average quality slowly increases as the knowledge of the best farmers is incorporated into the guidelines.