摘要
采用一个二维结构量表，对部分省市的中学数学教师进行数学教学认识信念调查，结果显示数学教师的数学教学认识信念倾向依次为：现代教学信念一相对论数学信念、现代教学信念一客观论数学信念、传统教学信念一相对论数学信念、传统教学信念一客观论数学信念。该结果反映了大多数中学数学教师的数学教学认识信念与课程改革的理念主流是一致的。各地中学数学教师的数学教学认识信念之间存在一定差异，通过规范的教师培训计划，引导教师养成教学反思意识是完善中学数学教师的数学教学认识信念的有效途径。
Using a scale of two-dimensional structure, we carried out the survey of the mathematics teachers from some provinces and cities about their teaching belief. According to the results, teachers＇ understanding of mathematics teaching belief is scaled in this order： modern teaching beliefs vs. relativity mathematical beliefs, modern teaching beliefs vs. objectivism mathematics belief, traditional teaching beliefs vs. relativity mathematical belief, traditional teaching beliefs vs. objectivism mathematical beliefs. This finding suggests that the mathematics teaching belief of most teachers is in line with the mainstream concept of curriculum reform. There is difference between regions of teachers＇ belief. Improving teachers＇ awareness of reflecting upon teaching is suggested to be an effective way of enhancing mathematics teachers teaching belief.
出处
《教师教育学报》
2014年第2期62-69,共8页
Journal of Teacher Education
基金
2012年度教育部人文社会科学研究一般项目“中小学教师认识信念取向及其对教学行为的影响研究”(12YJA880153),项目负责人:喻平
关键词
数学教学
中学数学教师
认识论
数学认识信念
教学认识信念
调查
mathematics teaching
mathematics teachers
Epistemology
epistemological belief aboutmathematics
epistemological belief about pedagogy
survey
