职前数学教师的教师知识状况研究  

A Study of Pre-service Mathematics Teachers' Professional Knowledge

作　　者：韩继伟[1] 马云鹏[2] 吴琼[2] 

机构地区：[1]东北师范大学数学与统计学院,吉林长春130024 [2]东北师范大学教育学部,吉林长春130024

出　　处：《教师教育研究》2016年第3期67-72,共6页Teacher Education Research

基　　金：北京师范大学中国基础教育质量监测协同创新中心自主课题(2016-03-008-BZK01)阶段性成果

摘　　要：基础教育的课程改革对教师提出了很多新的要求,不仅需要教师改变教育观念、在教学方法上做新的尝试与探索,也需要教师学习新的学科知识和课程知识。作为未来的教师,他们的教师知识状况如何?能否适应未来的教育工作?为了回答这些问题本研究通过测验调查了8所高等师范院校427名数学专业师范生的教师知识状况。主要调查他们的教育理论知识、数学课程知识、数学学科知识和学科教学知识状况。研究结果显示:职前数学教师的教师知识状况并不是非常理想,在四种教师知识上的得分率都比较低。职前数学教师除了教育理论知识的水平与在职数学教师没有显著差异,另外三种教师知识的水平都显著地低于在职数学教师。通过聚类分析发现,职前数学教师的知识结构类型主要有均衡型、薄弱型和分科型。The curriculum reform of the basic education put forward new demands for teachers. It concerned on educational conception, teaching method and subject matter knowledge and curriculum knowledge. Are the pre-service teachers ready to accept such challenges？ What is their teacher knowledge status.9 Can they adapt to future teaching？ In order to answer these questions we investigate 427 students＇ teacher knowledge at 8 normal universities. The teacher knowledge includes general pedagogical knowledge, mathematics curriculum knowledge, subject matter knowledge and pedagogical content knowledge. The results show that pre-service teachers＇ knowledge is not so well. There are significant differences between pre-service teachers and in service teachers in all the knowledge except for general pedagogical knowledge. There are three kinds of teachers through cluster analysis. They are balance type, deficient type and separate type.

关 键 词：教师知识 课程改革 教师教育 

分 类 号：G659.21[文化科学—教育学]