中学数学教师对双专业理解现状的调查与思考  

Investigation and Thinking of Middle School Math Teacher's Comprehension on the Double-major

作　　者：顾光辉[1] 陈金萍[2] 石甘[3] 

机构地区：[1]沧州师范专科学校,河北省沧州市061001 [2]石家庄经济学院数学系,河北省石家庄市050031 [3]天津师范大学数学科学学院,天津市300074

出　　处：《曲阜师范大学学报（自然科学版）》2005年第3期123-125,共3页Journal of Qufu Normal University(Natural Science)

基　　金：全国教育科学"十五"规划重点课题(EHA030431)

摘　　要：中学数学教师对数学专业或教育专业的理解处于概念性理解水平的较多,停留在操作性水平和达到创造性水平的较少,中学数学教师对双专业的理解均达到较深刻理解的不多.中学数学教师毕业于师范院校或非师范院校与其对双专业的理解程度不具有相关性.Many middle school math teacher's comprehension in education and math major rests on conceptual level, and could not rest on operation level and creative level. There are not many middle school math teachers who comprehend the double-major profundly. Comprehension in double-major between middle school math teachers who graduate from teachers college and those who do not has no relativity.

关 键 词：教师专业 理解 教育专业 数学专业 

分 类 号：G525.1[文化科学—教育学]