基于TEDS-M的职前数学教师知识研究  

Study of Future Mathematics Teachers’ Knowledge Based on TEDS-M

作　　者：姚一玲 方业成[1] 孔企平[1] 

机构地区：[1]华东师范大学教育学部课程与教学系

出　　处：《数学教育学报》2016年第2期55-58,共4页Journal of Mathematics Education

基　　金：教育部人文社会科学重点研究基地重大项目——义务教育阶段数学学科核心能力模型与测评框架研究(11JJD880027)

摘　　要：随着国际比较教育研究的兴起，教师教育的国际比较研究也逐渐开始拉开帷幕，通过比较研究，各国可以从教师教育的实践、理论以及职前教师的培养方面互相借鉴和自我评估．主要介绍由国际教育成就评价协会（International Association for the Evaluation of Educational Achievement。IEA）于2008年开展的一项数学教师教育与发展的国际比较研究（TEDS-M）中对职前教师知识的研究，总结该研究中教师知识的结构并选取样题进行分析，以期能为中国职前数学教师教育研究提供理论指导和思想方法．With the spring up of the international comparative education study, the international study of teacher education was gradually much accounted of researchers. Through the comparative study, different countries can learn with each other and self-assessment from teacher education practices, teacher education theories and future teachers＇ education. This paper mainly introduced future teachers＇ knowledge of Teacher Education and Development Study in Mathematics （TEDS-M） which was developed by International Association for the Evaluation of Educational Achievement （IEA） in 2008, and then put forward the structures of teachers＇ knowledge and gave analysis for some sample items. These introduction and analysis can be useful for giving some theories and thinking ways of teacher education in China.

关 键 词：数学教师教育 教师知识 TEDS-M 

分 类 号：G451[文化科学—教育学]