多元文化视角下彝语数学教师专业知能发展的调查与实践研究——以凉山州“一类模式”民族高中数学教师为例  

Empirical Research on the Development of Yi Minority Mathematics Teachers’ Professional Knowledge and Skills from a Multicultural Perspective: A Case of High School Teachers Who Are Using the “Type-Ⅰ Model” in Liangshan Yi Ethnic Area as an Example

作　　者：孙立坤 张红 SUN Li-kun;ZHANG Hong(Shanghai Pudong Institute of Education Development,Shanghai 200127,China;School of Mathematics Science,Sichuan Normal University,Sichuan Chengdu 610068,China)

机构地区：[1]上海市浦东教育发展研究院,上海200127 [2]四川师范大学数学科学学院,四川成都610068

出　　处：《数学教育学报》2020年第4期91-95,共5页Journal of Mathematics Education

基　　金：国家自然科学基金项目——数学符号演变与传播研究(11471232)。

摘　　要：以彝文为主要教学用语的“一类模式”民族高中数学教师专业知能,对彝区的数学教育质量提升有重要作用.采用问卷、访谈、行动研究等研究方法,从多元文化视角对彝语数学教师专业知能的现状和发展进行了调查与实践.结果表明,彝语数学教师存在数学学科本体性知识储备欠缺、多元文化整合能力不足、专业发展能力薄弱和专业发展信念模糊等问题.通过“工作坊”的形式,从数学学科内容补偿、多语境下的数学问题辨析、教学设计的民族化素材挖掘几方面,促进彝语数学教师专业知能发展.This paper discusses how to develop mathematics professional knowledge and skills of“Type-I model”Yi-language teachers.Questionnaires,interviews,and action research were used to investigate the professional knowledge and skills of the Yi-language mathematics teachers from a multicultural perspective.The results show that the teachers lack mathematics knowledge and the ability to integrate the different cultures and have low professional skills and beliefs.We attempted to use a professional development workshop to promote their professional knowledge and skills,through developing their mathematical content knowledge,their discrimination of mathematics problems in different languages,and their deep understanding and use of ethnic-minority materials in their instructional design.

关 键 词：多元文化 一类模式 彝语数学教师 教师专业发展 专业知能 

分 类 号：G755[文化科学—教育学]