小学教育专业数学教育类课程的构建——基于MKT的视角  

Construction of Mathematics Education Curriculum in the Primary Teacher Education——From the Perspective of MKT

作　　者：徐建星[1] 

机构地区：[1]扬州大学教育科学学院

出　　处：《数学教育学报》2017年第5期54-58,共5页Journal of Mathematics Education

基　　金：江苏高校哲学社会科学研究项目——学科素养导向的“三维知识”教学设计研究(2016SJB880087);扬州大学教学改革项目——基于微课程的高校研究性教学研究(YZUJX2014-11B)

摘　　要：基于数学教师学科教学知识的构成,克服偏见与随意,构建模块化的数学教育类课程,是小学数学教师教育课程的核心,是践行小学教师专业标准并走向卓越的重要支撑.以MKT理论为基本架构,面向小学数学教学所需要的数学知识,以5门高等数学、小学数学研究、数学史为基本课程,构建了面向小学数学学科知识的课程模块,以小学数学课程与教学论、小学数学学习论为基本课程,构建了面向小学数学教学知识的课程模块,进而针对两类知识的融通,构建了数学微格教学、教育见习、教育实习的教育实践课程模块,形成与诠释由9门课程与3类教育实践构成的三模块课程体系.Based on the elements of pedagogical content knowledge of mathematics to overcome the prejudice and subjectivity and construct the modular curriculum of mathematics education, it was the core of education of primary mathematics teachers, and it was also the important support to carry out the professional standards for primary school teachers and cultivating the excellent teachers. The paper was based on MKT theory, according to the primary school mathematics knowledge for teaching, Firstly, the curriculum module was constructed by five advanced mathematics courses, the primary school mathematics research, and the mathematics history for the subject matter knowledge of primary mathematics. Secondly, the curriculum module was constructed by the primary school mathematics curriculum and teaching theory and the primary school mathematics learning theory for the pedagogical content knowledge of primary mathematics. Thirdly, the educational practice curriculum module was constructed to integrate the two kinds of curriculum by mathematics microteaching, education probation and education practice, the system of three module curriculum was formed by nine courses and the three types of educational practice.

关 键 词：小学教育专业 课程设置 数学教育 MKT 

分 类 号：G622.0[文化科学—教育学]