数学“情境─问题”教学中教师的MPCK理论研究  

Theoretical Study on MPCK for Teachers in Mathematics Situations and Posing Problems Teaching

作　　者：常磊[1] 夏小刚[1] 吕传汉[1] 

机构地区：[1]贵州师范大学数学与计算机科学学院

出　　处：《数学教育学报》2012年第5期67-71,共5页Journal of Mathematics Education

基　　金：教育部人文社会科学研究一般项目——农村地区数学教师基于“问题探究”的教学技能发展研究──以贵州省为例(09XJAZH011);贵州省高等学校教学内容与课程体系改革重点项目──高师数学本科教学改革与人才培养模式的创新(黔高教发[2009]435号)

摘　　要：数学“情境－问题”教学对数学教师的专业知识提出的要求，成为理论研究和教学实践中必须思考的问题．依据数学教学内容知识（MPCK）的相关研究，在“情境－问题”教学中：数学教师运用所需的MPCK思考“情境－问题”教学的最佳设计思路，寻求解决学生学习疑难点的最优方法，做出最有效的教学决策，是“情境－问题”教学有效实施的关键；理解并掌握相关MPCK，可以促进“情境－问题”教学实践中教师的专业发展．What requirements that the Mathematics Situations and Posing Problem Teaching has proposed on the professional knowledge of mathematic teachers become problems that must be taken into consideration in theoretical research and teaching practice. According to Mathematics Pedagogical Content Knowledge （MPCK） theory, analyze professional knowledge that teachers need in Situations and Posing Problems Teaching from each dimension of three types of knowledge MK, PK and CK respectively, and then obtain： mathematic teachers use the required MPCK to think about the best design ideas of Situation and Posing Problems Teaching, seek for an optimal method to solve students＇ difficulties in learning and make the most effective teaching decision-making, which is the key for the effective implementation of Situation and Posing Problems Teaching; understanding and mastering relevant MPCK could promote teachers＇ professional development in Situation and Posing Problems Teaching Practice.

关 键 词：数学“情境-问题”教学 MPCK 教师专业发展 

分 类 号：G420[文化科学—课程与教学论]