摘要
32名小学数学教师与这些教师所教班级的1691名学生参与了本研究。两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像;并按照学习任务的认知水平与课堂对话的特点进行了编码,采用问卷法测查了学生对数学学习的看法与态度。多水平分析表明:教师的学科教学知识、课堂学习任务的认知水平、课堂师生对话的权威来源与教师运用学生想法的程度对学生数学学习观具有显著预测作用;教师的学科知识对学生数学学习观的预测未达到显著性水平。
The study recruited 32 elementary mathematics teachers taught. Two measures were used to assess the knowledge of elementary mathematics. Fifty-five sessions teachers and 1691 students from the thirty teachers＇ subject matter knowledge and classrooms where the pedagogical content of classroom instruction were videotaped and then were coded in terms of cognitive demands of learning tasks the teachers used and the ways they led classroom discourse. Student mathematical term examination score was measured as learning outcome. Hierarchical Linear Model （HLM） results indicated that teachers＇ pedagogical content knowledge, the cognitive level of mathematical learning task, and the classroom discourse significantly predicted students＇ conceptions of mathematical learning; meanwhile, teachers＇ subject matter knowledge had no significant effect on student achievement of mathematics.
出处
《心理发展与教育》
CSSCI
北大核心
2007年第2期93-99,共7页
Psychological Development and Education
基金
香港中文大学"教师发展"项目(编号:6900840)
北京师范大学青年教师社会科学研究基金资助
关键词
小学生
数学学习观
教师知识
课堂教学
primary school students
conception of mathematics learning
teacher knowledge
classroom teaching
