职前与在职小学数学教师HCK的比较研究  

Comparative Study of Horizon Content Knowledge between Pre-Service and In-Service Elementary Mathematics Teachers

作　　者：庞雅丽[1,2] 

机构地区：[1]上海师范大学教育学院 [2]Texas A&M University教育学院

出　　处：《数学教育学报》2018年第1期58-61,共4页Journal of Mathematics Education

基　　金：上海市高校青年教师培养资助计划项目——职前小学数学教师MKT的发展研究(B913113001017)

摘　　要：从知识的起源、知识的横向联系、知识的纵向联系、知识的本质4个维度考查职前与在职小学数学教师的HCK（横纵向内容知识）这类学科知识的掌握情况.研究发现,被试的HCK不够丰富;不同教龄的教师的HCK水平无显著差异;修过小学数学知识理论类课程的职前教师的HCK水平显著高于10年内教龄的在职教师.基于研究结果,对职前和在职小学数学教师教育提出一些建议.Horizon content knowledge（HCK） of pre-service and in-service elementary mathematics teachers was investigated according to four dimensions as follows：the origin of knowledge,the horizontal connection of knowledge,the longitudinal connection of knowledge,and the essence of knowledge.The findings suggested that participants＇ HCK was not rich enough.There was no significant difference in HCK among teachers of different teaching ages.The HCK level of pre-service teachers who had learned elementary mathematics theory course was significantly higher than that of in-service teachers who had been teaching for no more than ten years.Some suggestions about pre-service and in-service elementary mathematics teacher education were provided based on this study.

关 键 词：MKT HCK 小学数学教师 

分 类 号：G622[文化科学—教育学]