摘要
通过随机选择河北省石家庄和唐山两地340名专兼任小学数学教师进行调查发现,其PCK总体水平良好,但是不同区域以及不同职称、教龄以及学历、学科背景等教师PCK水平存在差异;全科背景出身教师PCK水平明显高于其他专业背景出身的教师。建议继承中等师范教育优秀传统,培养优秀全科型小学教师,尊重教师PCK形成规律,为低学历低职称教师提供更多发展空间,利用现代科技手段对农村教师进行培训,重视非师范专业优秀教师培养,强化教师经验总结反思,促进教学能力正向迁移,从而促进小学数学教师PCK水平的提升。
Through random selection of 340 full-time and part-time primary school mathematics teachers in Shijiazhuang and Tangshan in Hebei Province,the survey finds that the overall level of PCK is good,but there are differences according to various regions,different professional titles,teaching years,educational background and other teachers’PCK levels;The PCK level of teachers with general background is significantly higher than that of teachers with other professional backgrounds.It is suggested to inherit the excellent tradition of secondary normal education,cultivate excellent general primary school teachers,respect the formation law of teachers’PCK,provide more development space for teachers with low academic qualifications and low professional titles,use modern scientific and technological means to train rural teachers,attach importance to the training of excellent teachers in non-normal majors,strengthen teachers’experience summary and reflection,and promote the positive transfer of teaching ability,so as to promote the improvement of primary school mathematics teachers’PCK level.
作者
李剑
LI Jian(School of Education,Tangshan Normal University,Tangshan 063000,China)
出处
《唐山师范学院学报》
2022年第6期126-131,共6页
Journal of Tangshan Normal University
基金
唐山师范学院科学研究基金项目(2017XWZX03)
唐山师范学院科学研究基金项目(2017XWZX02)
河北省教育科学研究“十三五”规划课题(1703211)
河北省社科联发展课题(201903041103)。
关键词
小学数学教师
PCK
专业发展
primary school mathematics teacher
PCK
professional development
