摘要
数学学科教学知识(MPCK)是关于数学内容"教学化"的知识,是影响数学教学质量的关键因素。以广东省为例,采用分层抽样和整体抽样相结合的方式,运用自主研制的调查工具对小学数学教师MPCK进行调查,结果表明,小学数学教师MPCK总体表现处于中等水平,但个体之间差异较大。城乡教师MPCK发展不均衡,城乡结合部和农村教师MPCK发展是薄弱环节。相比而言,教师在内容维度表现相对最为薄弱,在学生维度表现相对较好,在教学维度的表现居于内容维度和学生维度中间,但三个维度均存在一些亟待解决的问题。建议加强教师队伍建设政策保障,力争抬高"底部";优化教师教育课程内容结构,提升教师学科知识水平;聚焦教师专业发展薄弱环节,增强研修活动效果。
Abstract： Mathematics pedagogical content knowledge （MPCK） is the knowledge about how to teach and learn mathematics, and it is a key factor influencing the quality of mathematics teaching and learning. Using self-developed tools, the author surveyed the status quo of primary school mathematics teachers＇ MPCK in Guangdong province. This study got some findings： （1）The overall performance of primary school mathematics teachers＇ MPCK is at intermediate level. （2）In contrast, significant differences were found when teacher from the different districts were compared. The teachers＇ MPCK in rural area and urban-rural fringe is very poor.（3）The content dimension of the primary school mathematics teachers＇ MPCK is the weakest one comparing with the other two dimension. There are some suggestions. First, the government should strive to raise the ＂bottom＂ by strengthening the policy guarantee on teachers＇ development. Second, the teacher education institutions should optimize the structure of teacher education curriculum content in order to enrich teachers＇ subject matter. Third, aiming at the weakness of teachers＇ professional development, the teacher educators should enhance the effectiveness of the teachers＇ training activities. Key words： mathematics pedagogical content knowledge （MPCK）; teacher＇s professional development; math teachers of primary school; Guangdong Province in China
出处
《全球教育展望》
CSSCI
北大核心
2017年第6期116-128,共13页
Global Education
基金
广东省教育科研"十二五"规划项目"基于行动学习的教师专业发展途径探索"(项目批准号:2012ZQJK007)的研究成果
关键词
数学学科教学知识(MPCK)
教师专业发展
小学数学教师
广东省
mathematics pedagogical content knowledge （MPCK）
teacher＇s professional development
math teachers of primary school
Guangdong Province in China
