中学数学教师“基本不等式”部分MKT调查研究  

Investigation of Mathematical Knowledge for Teaching of Senior Mathematics Teachers on Fundamental Inequality

作　　者：黄娅[1] 张波[1] 

机构地区：[1]扬州大学数学科学学院

出　　处：《数学教育学报》2016年第4期84-88,共5页Journal of Mathematics Education

基　　金：江苏省教改课题——数学文化融入大学数学教学的研究与实践(2015JSJG290);扬州大学教改课题——数学类师范生专业知识现状调查及课程体系改进研究(YZUJX2015—3A)

摘　　要：教师知识深刻地影响其教学实践,Ball等人提出了＂面向教学的数学知识（MKT）＂这一由CCK、SCK、HCK、KCS和KCC六个子类别知识组成的概念框架.以＂基本不等式＂为例,对2015年江苏省中学数学骨干教师培训班教师的MKT调查,发现如下问题：教师自身的数学知识系统不够完善;教师不够重视数学知识本质的教学;教师教学中缺乏足够的反思、自省.所以,高中数学教师应加强对这几方面的重视以有效促进自身教学及专业发展.Teachers＇ knowledge affects their teaching conducts greatly. ＂Mathematical Knowledge for Teaching＂ theory developed by Ball and his co-workers consists of six domains： Common content knowledge, Specialized content knowledge, Horizon content knowledge, Knowledge of content and students, Knowledge of content and teaching and Knowledge of content and curriculum. This paper investigated the Senior Mathematics Teachers who took part in the 2015th training course for the core senior mathematics teacher of Jiangsu about MKT on fundamental inequality and found some problems： The teachers＇ mathematical cognitive structure is imperfect, Teachers don＇t put enough emphasis on the teaching of the essence of fundamental inequality. Teachers lack reflection on self-teaching. So senior mathematics teachers should pay close attention to the above to improve their teaching and professional development.

关 键 词：基本不等式 知识 反思 

分 类 号：G451[文化科学—教育学]