中国数学教师学科知识研究的现状与展望  

Research Status and Prospect on Study of Teacher Subject Matter Knowledge in China

作　　者：郑晨[1,2] 李淑文[1] ZHENG Chen;LI Shu-wen(School of Mathematics and Statistics Northeast Normal University,Jilin Changchun 130024,China;School of Mathematics Jilin Normal University,Jilin Siping 136000,China)

机构地区：[1]东北师范大学数学与统计学院,吉林长春130024 [2]吉林师范大学数学学院,吉林四平136000

出　　处：《数学教育学报》2018年第4期62-67,共6页Journal of Mathematics Education

基　　金：国家社会科学基金教育学青年课题——新手教师专业知识发展的跟踪研究(CHA170267)

摘　　要：以在中国知网收录的数学教师学科知识研究的论文为研究基础,采用内容分析法,从相关研究论文的发表时间、研究机构、研究层次、研究主题、研究方法、研究对象等6个维度进行统计分析.研究发现：中国数学教师学科知识研究虽然逐年增长,但是,在选题和研究方法方面还存在一些问题,需要深入探究和实践检验.其中仍需要关注的问题有：数学学科知识的内涵;如何准确地测量相关研究对象的学科知识水平;教师的学科知识水平与学生的成绩有怎样的关系;基于教师资格考试的要求,如何设计出合理并有效的教师教育课程.Based on CNKI.net collection of mathematics teachers in China the research papers for the study of subject matter knowledge, adopts content analysis method, from the related research papers published time, research institutions, and research level, research topics, research methods, research object and so on six dimensions were analyzed. The research showed that although the study of mathematics teacher＇s subject knowledge was growing year by year, there were still some problems in the topic selection and research methods, which needed to be further explored and tested. There were still some issues to be concerned about： the connotation of mathematics subject matter knowledge; How to accurately measure the subject matter knowledge level of relevant research objects; The relationship between teacher＇s academic knowledge level and student＇s performance; How to design a reasonable and effective teacher education curriculum based on the requirement of teacher qualification examination.

关 键 词：数学学科知识 研究现状 教师专业发展 分析 

分 类 号：G451.2[文化科学—教育学]