中国数学教师继续教育的发展轨迹与动态趋势——基于《数学教育学报》（1992—2018年）的文献计量与内容分析  

The Development Track and Dynamic Trend of the Continuing Education of Chinese Mathematics Teacher——The Bibliometric and Content Analysis of the Literatures of Journal of Mathematics Education from1992 to 2018

作　　者：王允 黄秦安[1] WANG Yun;HUANG Qin-an(School of Mathematics and Information Science,Shaanxi Normal University,Shaanxi Xi’an 710119,China)

机构地区：[1]陕西师范大学数学与信息科学学院

出　　处：《数学教育学报》2020年第1期81-85,97,共6页Journal of Mathematics Education

基　　金：国家社科基金项目“十三五”规划2017年度教育学重点课题——教师核心素养和能力建设研究(AFA170008)

摘　　要：继续教育关系教师的可持续发展和专业有效进阶.为描述数学教师继续教育的发展轨迹与动态趋势,以《数学教育学报》(1992-2018年)刊载的123篇数学教师继续教育文献为数据来源,以Note Express软件进行文献计量和内容分析.研究发现:年发文量缓慢上升,总发文量较少;高校教师形成核心作者群,呈现不同高校间的合作态势;研究内容聚焦继续教育的内涵与外延、现状、课程、途径、评价和教师专业发展等主题;研究方法以量化研究为主,质性研究和混合研究较少.后继研究应增强中小学教师的自我研究,拓宽继续教育的研究内容,倡导质性和量化相结合的混合方法.The continuing education related to the sustainable development and professional advancement of teachers. In order to describe the development track and dynamic trend of continuing education of mathematics teachers, this study carried out the bibliometric and content retrospective of the 123 papers of Journal of Mathematics Education from 1992 to 2018 by Note Express. The results showed that the study of the continuing education of mathematics teachers, quantity was less but increased, which witnessed the process of slow growth. University researchers carried the core strength of studies, which showing the cooperation between different universities. The research focused on 6 topics, including the connotation and extension of teachers’ continuous education, the situation and curriculum of teachers’ continuous education, professional development, etc. The research methods was mainly quantitative method, qualitative research and mixed research were few. The follow-up research should pay attention to strengthening the self-research of primary and secondary school teachers, updating the research perspectives, expanding the research contents and highlighting the mixed methods.

关 键 词：数学教师继续教育 文献计量 内容分析 《数学教育学报》 

分 类 号：G40-012[文化科学—教育学原理]