中学数学教师认识和处理新教材的若干思考  

Some Thoughts About How Mathematics Teachers Should Recognize and Apply the New Mathematical Textbook

作　　者：唐振松[1] 周仕荣[1] 

机构地区：[1]漳州师范学院数学系,福建漳州363000

出　　处：《漳州师范学院学报（自然科学版）》2004年第3期91-94,共4页Journal of ZhangZhou Teachers College（Natural Science)

基　　金：漳州师院科研资助项目(KS03001)

摘　　要：在新一轮的数学课程改革过程中,数学教师对新教材的认识和处理存在着偏差与缺陷,主要表现在新教材对教师的要求偏高,数学教师“内隐理论”的制约以及评价机制改革的滞后等.我们只有用新教材理念培训数学教师,建构新评价机制,推广有效的实验方法与成果以及提高教师的反思教学能力,改革才会成功.On the course of mathematics curriculum reformation, mathematics teachers haven’t correctly recognized and applied the new textbook, including the misuse and error of implicit theories of mathematics teachers, the insufficient abilities of mathematics teachers, the deferring of evaluation system reformation and so on. We couldn’t utterly succeed until we forcefully train teachers by ideas of the new textbook, virtually construct the new evaluation system of teaching and learning, enlarge and apply those successful and efficient experimental productions and methods, at last, quickly improve the abilities of mathematics teachers on the mathematics reflective teaching.

关 键 词：数学教师 新教材 中学数学 评价机制 数学课程改革 内隐理论 高教 理念培训 制约 滞后 

分 类 号：G633[文化科学—教育学] G451