职前数学教师教学设计信念转变的个案研究——以HPM视角下的勾股定理教学为例  

Case Study on the Change of Teaching Design Beliefs of Pre-Service Mathematics Teacher——The Teaching Design about the Pythagorean Theorem under the History and Pedagogy of Mathematics

作　　者：冯振举[1] 王惠扬子 

机构地区：[1]曲阜师范大学数学科学学院,山东曲阜273165 [2]中国海洋大学基础教学中心教育系,山东青岛266003

出　　处：《数学教育学报》2016年第2期59-65,共7页Journal of Mathematics Education

基　　金：山东省教育科学“十二五”规划课题——历史文化视野下数学教师信念重构的研究(2011GG139)

摘　　要：分析个案教师不同阶段的教学设计和教学叙事，发现职前数学教师的教学设计信念在设计思路和教学设计各个环节均发生了认识上的明显变化．开展教学设计是职前数学教师培养的有效方法，HPM应成为数学教师教学信念的重要组成部分，案例设计和教学也是解决HPM研究“高评价、低应用”现象的途径之一．Through analysis teaching design and the teaching narrative, it is found that the pre-service mathematics teacher＇ teaching design beliefs make an obvious change. Teaching Design is an effective method to mathematics teachers＇ education. HPM should to be seen as a kind of teaching belief. The teaching design is one method to solve the ＂high assessment, Low application＂ which happened in HPM.

关 键 词：职前数学教师 教学信念 教学设计信念 HPM 勾股定理 

分 类 号：G420[文化科学—课程与教学论]