英国和澳大利亚职前教师数学素养测评的比较及启示  

Comparison and Enlightenment of Pre-service Teachers’ Numeracy Assessment in Britain and Australia

作　　者：叶志强[1,2] 宋乃庆[1,3] YE Zhiqiang;SONG Naiqing(School of Mathematics and Statistics,Southwest University,Chongqing 400715;College of Elementary Education,Chongqing Normal University,Chongqing 400700;Southwest China Research Center for School Curriculum,Ministry of Education,Chongqing 400715)

机构地区：[1]西南大学数学与统计学院,重庆北碚400715 [2]重庆师范大学初等教育学院,重庆北碚400700 [3]教育部西南基础教育课程研究中心,重庆北碚400715

出　　处：《比较教育研究》2019年第11期80-87,共8页International and Comparative Education

基　　金：教育部人文社会科学研究西部和边疆地区项目“西部农村小学全科教师综合素养测评模型研究”(项目编号:16XJC880005)的阶段性研究成果

摘　　要：数学素养测评是衡量职前教师数学素养水平、提高职前教师培养质量的重要方法和措施。英、澳两国职前教师数学素养测评基于提高教师培养质量的现实考量,围绕具体的数学素养概念,构建了以"问题解决"为核心的数学素养测评框架,并通过测评的实施引导职前教师教育培养政策和课程改革。基于英、澳两国职前教师数学素养测评经验,得出启示:建立职前教师数学素养测评制度应是我国教师综合化培养的迫切需要,构建职前教师数学素养评价体系应该着眼于我国基础教育实际需要,培养数学素养应是我国教师培养课程改革的主要目标之一。Numeracy assessment is an important method to measure the level of mathematics literacy of pre-service teachers and improve the quality of pre-service teachers training. Numeracy assessment of preservice teachers Britain and Australia is to improve the quality of teacher training. Based on the specific concept of Numeracy, assessment frameworks centered on "problem solving" are constructed, and the pre-service education policy and curriculum reform are guided through the implementation of assessment. Drawing on the experience of numeracy assessment of pre-service teachers in the two countries, some proposals are put forward: establishing pre-service teacher numeracy evaluation systems is crucial to the comprehensive teachers training in China, constructing pre-service teacher numeracy evaluation systems should focus on the actual needs of elementary education in China, and cultivating teachers’ numeracy should be the main goal of the mathematics curriculum reform in teacher training programs.

关 键 词：英国 澳大利亚 职前教师 数学素养测评 

分 类 号：G659.1[文化科学—教育学]