摘要
本研究选取西藏地区353名中小学数学教师作为研究对象,通过问卷调查、访谈的方法,采用描述性统计、独立样本t检验和单因素方差分析等探索西藏中小学数学教师认识信念的现状和背景因素差异。研究发现:西藏中小学数学教师的数学认识信念总体上呈进步倾向,在教师自身认识信念上则存在显著的学校位置差异,并且职称对数学教师的数学认识信念、教龄对数学教师的学生信念、学历对数学教师的数学学习信念和数学教学信念均产生一定影响。
353 Mathematics teachers in primary and secondary schools from Tibet have been chosen as research objects. The research takes advantage of descriptive statistic,independent sample t-test and one-way ANOVA to explore the current situation and differences of epistemological belief of mathematics teachers in Tibetan primary and secondary schools. The study found that the epistemological belief of mathematics teachers in Tibet are generally progressive.However,teachers in different school positions have significant differences in their own epistemological beliefs. And theprofessional title affects mathematics teachers ’ epistemological belief about mathematics,teaching age affects mathematics teachers’ epistemological belief about students,educational background affects mathematics teachers’ epistemological belief about Mathematics Learning and epistemological belief about Mathematics pedagogy.
作者
陈婷
刘燚
CHEN Ting;LIU Yi(Centerfor Basic Education,Southwest University,Chongqing 400715,China;Institute of Mathematics and Information Science,Baoji University of Arts and Sciences,Shannxi,Baoji 721013,China)
出处
《教师教育研究》
CSSCI
北大核心
2020年第2期89-94,共6页
Teacher Education Research
基金
中国基础教育质量监测协同创新中心重点培育项目“西藏小学生数学学业质量监测(项目编号:2018-06-020-BZPK01))”
西南大学基本科研业务费专项资金项目“西藏初中生数学学业质量监测研究(课题号:SWU1709664)”
西藏自治区教育科学“十三五”规划2018年度重大招标课题“西藏义务教育阶段数学学业质量测评工具开发研究”(项目编号:XZJKY21805)的阶段性成果。
关键词
西藏地区
中小学数学教师
认识信念
Tibet
mathematics teachers in primary and secondary schools
epistemological beliefs
