初中农村教师数学知识状况及来源的调查研究——以勾股定理为例  

Investigation on the Status and Sources of Middle School Country Teachers’ Mathematics Knowledge: with a Focus on "Pythagorean Theorem"

作　　者：李渺[1] 万新才 杨田 

机构地区：[1]孝感学院数学与统计学院,湖北孝感432000 [2]孝感市教育科学研究院,湖北孝感432000

出　　处：《数学教育学报》2011年第5期47-51,共5页Journal of Mathematics Education

基　　金：教育部人文社会科学研究青年基金项目——数学教学内容知识(MPCK)的理论研究与实践探索(10YJC880067)

摘　　要：初中农村教师所给出勾股定理的证明方法或思路都是正确的,但是这些证明方法或思路大多来自于教材;＂教科书＂和＂自身的教学经验和自我反思＂是初中农村教师发展数学知识的两个主要来源,其次是＂作为学习者的经验＂,接下来是＂专业书刊＂、＂和同事的日常交流＂、＂课堂听课和教研活动＂、＂教学辅导资料＂、＂在职培训＂、＂网络资源＂和＂职前教育＂.促进初中农村教师数学知识发展需要做到：充分利用发展数学知识的一些常见途径,不断扩充发展数学知识的途径.With a focus on ＂Pythagorean Theorem＂,we investigate the status and sources of teachers＇ mathematics knowledge.These teachers come from the replacement learning for country teachers and 40 teachers take part in this study.Some results are found：（1） The methods that mathematics teachers give are true,but these methods come from textbook mostly.（2）Among all sources that country teachers develop their mathematics knowledge,the degree of importance is in turn ＂textbook＂ and ＂own teaching experience and reflection＂,＂learning experiences when teachers were students＂,＂professional books and periodicals＂,＂informal exchanges with colleagues＂,＂observing colleague＇s teaching and joining teaching research group＂,＂teaching reference books＂,＂in-service professional training＂,＂internet resources＂ and ＂pre-service learning experiences＂.Some suggestions for middle school country teachers to develop their mathematics knowledge are drawn based on above findings.

关 键 词：数学教师 数学知识 知识状况 知识来源 

分 类 号：G421[文化科学—课程与教学论]