高中数学教师MPCK发展的调查研究  

Study on MPCK Development of Senior Mathematics Teacher

作　　者：刘俊华 胡典顺[2,3] 纪静萍 黄舒娴[2] 

机构地区：[1]辽宁省盘锦市高级中学 [2]华中师范大学数学与统计学学院 [3]华中师范大学教师教育学院

出　　处：《数学教育学报》2015年第1期45-50,共6页Journal of Mathematics Education

基　　金：华中师范大学教师教育学院研究专项资助(2012JS07);华中师范大学国家教师教育创新平台理论创新研究成果——免费师范生数学专业素质的形成与发展研究(985ZX06);湖北省教育科学“十二五”规划2012年度立项课题——中学教师数学学科教学知识的理论与实践研究(2012B010)

摘　　要：高中数学教师MPCK发展的主要来源是:教育科研课题的研究、自我教学总结与反思、同事之间的切磋和交流、专业书刊的研读;次要来源是:中小学生时代的经验、职后的教师继续教育、有组织的教研活动和职前的教师专业教育.教师教龄的长短、性别的不同、学历的高低并不影响他们对MPCK发展的各个来源的贡献程度的评价.MPCK发展研究有如下启示:MPCK发展的主要来源是教师MPCK发展的必经之路,次要来源是教师MPCK发展的前提和基础;教师知识的金字塔结构图、MPCK发展来源的金字塔结构图、由教师的MK向MPCK转化来发展MPCK等研究思路的提出为教师知识发展的进一步研究提供了相关理论探索.The main sources for the high school mathematics teachers to develop their MPCK are: the study on educational research projects, summary and reflection of self-teaching, the discussions between colleagues and reading professional publications; the secondary sources are: experiences of primary and secondary school age, in-service teachers’ continuing education, organized teaching and research activities and pre-service teachers’ professional education. The teachers’ length of teaching, different gender, the level of the final degree doesn’t affect the evaluation of a variety of different sources of contribution to the development of MPCK. The main sources of developing MPCK are the basis and prerequisite for high school mathematics teacher professional to develop their MPCK. Secondary sources are the only way of professional development for mathematics teachers.The study of MPCK development has the important enlightenment role in the teachers’ evaluation of the knowledge sources; teachers' knowledge pyramid graph structure; teachers’ MPCK sources graph pyramid structure; MK as the core to the development of MPCK and so on.

关 键 词：MPCK 高中数学教师 发展研究 

分 类 号：G633.6[文化科学—教育学]