摘要
基于列扎特“教科书使用”的“四面体”活动模型对教师使用教科书的情况及对教学的影响展开研究.结合研究主题选择了其中3个维度,在此基础上编制调查问卷,对20个省市使用北师大版初中数学教科书的3766名初中数学教师进行调查,分析教师在教学过程中,教科书对其教学设计、教学方式选择以及对学生学习的引导等方面的显性影响,教科书对丰富教师的学科知识、教学知识和跨学科拓展性知识进而对教学产生的隐性影响等.数据分析后得到了相关结论:教科书使用在丰富和拓展教师知识方面有很大的促进作用,因此教科书对教学的隐性影响不容忽视;教师使用教科书在学生学习的各个环节产生不同影响,或显性或隐性,“教科书隐身”存在下教师能够较好地发挥能动性;教科书的使用在性别、教龄和职称等方面有显著差异,同样也体现在教科书培训与否上.
Based on Rezat’s tetrahedron activity model of“textbook use”and the theme of this study,this paper selects“student-teacher-textbook”,“teacher-textbook-mathematical knowledge”and“student-teacher-mathematical knowledge”as the three dimensions of the study.A questionnaire was developed to survey 3766 junior high school mathematics teachers who use the mathematics textbooks of Beijing Normal University in twenty provinces and cities in China.The paper analyzes the impact of the textbooks on the teachers’teaching process.Its explicit impact on teaching design,teaching method selection,and guidance of student learning,etc.,and its implicit impact on teaching by enriching teachers’subject knowledge,teaching knowledge,and interdisciplinary expanded knowledge The data analysis led to the following conclusions:teachers’use of textbooks has a significant impact on enriching and expanding their knowledge,so the implicit impact of textbooks on teaching cannot be ignored;Teachers’use of textbooks has different impacts on each link of students’learning,either explicit or implicit,the presence of“textbook invisibility”allows teachers to be very motivated to use textbooks in a variety of ways according to the needs of their students;There are significant differences in the use of textbooks in terms of gender,teaching years and professional titles,and also in terms of textbook training.
作者
刘晓玫
王怡涵
杨竣钠
常海斌
LIU Xiao-mei;WANG Yi-han;YANG Jun-na;CHANG Hai-bin(College of Teacher Education,Capital Normal University,Beijing 100048,China;The Branch of Beijing No.13 Middle School,Beijing 100120,China;Beijing No.159 High School,Beijing 100033,China;College of Education,Capital Normal University,Beijing 100048,China)
出处
《数学教育学报》
北大核心
2024年第4期66-72,共7页
Journal of Mathematics Education
基金
全国教育科学规划2023年度教育部重点项目——“双减”背景下教师教研形成性评价构建与优化路径研究(DHA230406)。
关键词
活动理论
教科书使用
数学教师
教学影响
activity theory
textbook use
mathematics teachers
teaching impact
