发展数学教师知识结构的若干策略  

Several Strategies of Developing Mathematics Teacher’s Knowledge Structure

作　　者：于晓娟[1] 王家铧[1] 李忠海[1] 

机构地区：[1]沈阳师范大学数学与系统科学学院,辽宁沈阳110034

出　　处：《数学教育学报》2006年第2期32-34,共3页Journal of Mathematics Education

摘　　要：数学教师的知识结构面临着教师专业化和基础教育数学课程改革的挑战.发展数学教师知识结构的策略有:经历数学问题解决过程,发展数学知识;构建与学生的数学对话,发展学生学习数学的知识;开展合作式探究活动,发展数学教学的知识;组织教师叙事研究,发展数学教师的个体知识.The mathematics teacher＇s knowledge structure faced the challenges of teacher＇s specialization and the reform of mathematics course. Based on the characteristics of our country＇s mathematics teachers＇ knowledge structure, drawing lessons from abroad, complying with the new trend of educational scientific research, the article proposed several strategies of developing mathematics teacher＇s knowledge structure： experiencing the process of solving mathematics problem to develop mathematics knowledge; constructing mathematical talk with students to develop knowledge of student＇s learning mathematics; carrying on cooperative teaching exploration to develop knowledge of mathematics teaching; organizing the research of teacher＇s narration to develop the mathematics teachers＇ individual knowledge.

关 键 词：数学教师 知识结构 发展策略 

分 类 号：G451.2[文化科学—教育学]