摘要
作为使数学教学最有效的知识之一数学教学内容知识（简称MPCK）引发许多研究者的关注。数学教学内容知识的研究对于中小学数学教师的专业发展具有重要的实践意义。过去MPCK的评价一直是个难点，MPCK测评工具的设计是关键。本文通过梳理了国外中小学教师MPCK研究的相关文献，整理了MPCK9n,4评工具的历史轨迹和发展脉络．简要概述了MPCK二类测评工具的测量维度、题目设置和分析方法，指出这些测评工具尚存在不足，需要一个长期发展与完善的过程。
Mathematics Pedagogical Content Knowledge（MPCK） has been many researchers＇ interest as a kind of knowledge that makes mathematics teaching most effective. Research of MPCK has important practical significance for secondary and elementary school teachers in the process of professional development. In previous studies, however, the assessment of MPCK has been a difficult area. The MPCK assessment tools play a fundamental role. This study reviews the literature of MPCK assessment tools outside China and combs the history and development of MPCK assessment tools, providing a brief overview from assessment tools evaluation dimensions, subject setting and analysis method as two kinds tool of the assessment of MPCK. The paper concludes that the present assessment tools are far from satisfactory, their development and perfection still have a long way to go.
出处
《外国中小学教育》
CSSCI
北大核心
2016年第2期10-18,共9页
Primary & Secondary Schooling Abroad
基金
本文为上海市普教系统教师海外研修资助项目（201464）的研究成果之一.
关键词
中小学教师
MPCK
测评工具
secondary and elementary school teachers
MPCK
assessment tools
