摘要
教师知识及课程资源是影响教学质量的关键要素。美国关于中小学教师MKT、课程资源与教学质量关系的研究主要包括以下几方面:一是从教师MKT结构、数学课程资源表征以及数学教学质量分析维度三方面搭建教师MKT、课程资源与教学质量关系研究的理论分析框架;二是确立了教师MKT、课程资源与教学质量关系研究的基本程序,包括样本选取、数据收集、多案例分析等环节。三是教师MKT、课程资源与教学质量关系的基本结论包括:教师MKT水平高,教学质量也相对较好;优质的课程资源能够促进教师教学质量的提高;教师MTK、课程资源会对数学教学质量产生整体性影响等,这对我国教师知识、课程资源与教学质量关系的研究具有一定的借鉴意义。
Teacher knowledge and curriculum materials are two importantfactors of the quality of instruction. US researchers explored the relationship of MKT, curriculum materials and instructional quality from three aspects. Firstly, the analytic framework of the study includes three elements： the structure of teachers＇ MKT, the representations of curriculum materials, and mathematical quality of instruction. Secondly, the process of doing the analysis is： the selectionofsamples, the collection of data and multicase study. Finally, themainconclusions of study are： the higher the teacher scored on MKT, the better their instruction; highly qualitycurriculum materialsmight have improved theteaching of mathematics; teachers＇ MKT and curriculum materialstogether influence the mathematical quality of instruction. The study of US researchers can offer some valuable advice on our study of teacher knowledge, curriculum materials and instructional quality.
作者
栾慧敏
刘学智
宋帅
LUAN Huimin LIU Xuezhi SONG SHUAI(Institute of International Comparative Education Northeast Normal University Changchun 130024 China Faculty of Education Northeast Normal University National Innovation Center for Assessment of Basic Education Quality Changchun 130024)
出处
《教育科学》
CSSCI
北大核心
2017年第1期85-90,共6页
Education Science
基金
北京师范大学中国基础教育质量监测协同创新中心自主课题“中小学教材质量监测指标体系及工具研究”(课题编号:2014-03-003-01)
关键词
教师MKT
课程资源
教学质量
多案例研究
teacher knowledge
mathematical knowledge for teaching
curriculum materials
quality of instruction
multi-case study
