数学特级教师学科教学知识的个案研究  

A Case Study on a Mathematics Superfine Teacher's Pedagogical Content Knowledge

作　　者：徐章韬[1,2] 

机构地区：[1]江西师范大学数学与信息科学学院,江西南昌330022 [2]华中师范大学教育部教育信息工程技术研究中心,湖北武汉430079

出　　处：《江西师范大学学报（哲学社会科学版）》2010年第6期122-126,共5页Journal of Jiangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：江西省高等学校教学改革研究立项课题"信息技术背景下的学科教学知识之研究"(课题编号:JXJG-10-02-26)

摘　　要：运用文本分析法,发现特级教师在深刻理解数学的基础上形成了文化取向的学科知识;课程的知识体现了数学知识的发生发展和结构特点,并考虑了学生的认知特点;学情的知识切合了学生心理发展的特点,并能以具体内容为载体推动学生心理的发展;教学的知识拟合了做数学的过程。提高教师的学科素养能促进教师对教学理论、课程编排及学生认知心理的认识;充分考察认知的文化性,也能促进教师对上述三者的认识,从而有效地发展学科教学知识。Using of text analysis,the paper finds that the superfine teacher has formed the subject knowledge orientated to cultural education based on the profound understanding of subject knowledge;that the knowledge of content organization reflects the characteristic of the genesis,development of mathematics and the feature of mathematical structure,and takes into account the cognitive characteristics of students;that knowledge of students meets the characteristics of the psychological development of students,and the psychological development of students can be promoted by the specific content as the carrier;and that knowledge of teaching fits the process of doing mathematics.Based on the deep understanding of the subject matter knowledge and the cultural characteristics of cognition and by analogical reasoning,we can acquire the profound understanding of teaching theories,curriculum design and students＇ cognitive psychology in practice,and thus develop pedagogical content knowledge.

关 键 词：数学特级教师 学科教学知识 数学的发生发展 文化教育 

分 类 号：G71[文化科学—职业技术教育学]