幼儿园教师数学领域内容知识考察  

An Investigation on Mathematics Content Knowledge of Early Childhood Teachers

作　　者：李娟[1] 张丽芳[2] 刘娇娇[3] 

机构地区：[1]河北大学教育学院,保定071000 [2]河北农业大学,保定071000 [3]河北省保定市惠嘉幼儿园,保定071000

出　　处：《学前教育研究》2016年第11期50-60,共11页Studies in Early Childhood Education

基　　金：河北省哲学社会科学基金项目(编号:HB15JY081);河北省保定市教育科学研究"十三五"规划课题"以研促教--教师数学活动有效性的研究"(编号:162040)

摘　　要：本研究采用"概念图"对河北省4所幼儿园39名教师的"数学内容知识"进行了考察,结果表明教师绘制的概念图质量不高,包含的概念总数、连接线总数、概念块数量、横向连接数偏少,完整性不够,准确性也有待提高;相对于园所、职称和学历等因素,教龄对概念图的质量有较大影响。在当前提倡整合课程的背景下,应改革幼儿园教师职前培养形式,让学生有更多机会在实践情景中理解和应用各种学科内容知识,同时应注意加强职后培训,让教师通过多样化的实践情境学习如何运用和迁移各种学科内容知识。The study＂ investigated the mathematics content knowledge of 39 early childhood teachers in Hebei province, who came from 4 different kindergartens through the method of concept map. Results stated that the quality of the concept maps these teachers drew was not high. The concept number, crosslink number, chunk number, and link number shown in the concept maps were all small, and their accuracy also need improved. Teaching age had conspicuous influence on teachers＇ mathematics content knowledge. It＇s necessary to strengthen the learning and training of content knowledge in pre-vocational education and post vocational training.

关 键 词：幼儿园数学教育 学科内容知识 概念图 

分 类 号：G613.4[文化科学—学前教育学]