职前数学教师对“教会学生学习”认识的现状调查分析  

Investigation and Analysis of Pre-Service Mathematics Teachers Cognition of“Teaching Students to Learn”

作　　者：刘晓玫[1] 黄翠荣 张晴爽 LIU Xiaomei;HUANG Cuirong;ZHANG Qingshuang(College of Teacher Education,Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学教师教育学院,北京100048

出　　处：《当代教育理论与实践》2021年第5期136-142,共7页Theory and Practice of Contemporary Education

摘　　要：“教会学生学习”是教师专业发展过程中需要关注的一个重要方面。职前阶段是教师专业发展的起点,也是教师专业发展的重要阶段。那么,他们是如何认识“教会学生学习”的,对“教会学生学习”的认识又受到哪些因素的影响?通过问卷和访谈,发现职前数学教师对于教师应具备“教会学生学习”的能力认可度很高,但是对于“教会学生学习”的内涵理解较为缺乏;对课堂中如何实现“教会学生学习”也存在不清晰的认识;不同专业背景的职前数学教师对于“教会学生学习”的认识具有显著性差异;调查结果还发现学校课程设置以及教学实践均对职前数学教师理解“教会学生学习”产生一定的影响。“Teaching students to learn”is an important aspect of teachers professional development.The pre-service stage is the starting point and the important stage of teacher professional development.So,how do they know about“teaching students to learn”?What factors influence their understanding of“teaching students to learn”?This study attempts to understand the current situation of pre-service mathematics teachers understanding of“teaching students to learn”through questionnaires and interviews.It is found that pre-service mathematics teachers have a high degree of recognition for the ability of“teaching students to learn”,but lack of understanding of the connotation of“teaching students to learn”.They also have unclear understanding of how to“teach students to learn”in class.Pre-service mathematics teachers with different professional backgrounds have significant differences in their understanding of“teaching students to learn”.The survey has also found that school curriculum and teaching practice have a certain impact on pre-service mathematics teachers understanding of“teaching students to learn”.

关 键 词：职前数学教师 教会学生学习 现状调查 

分 类 号：G650[文化科学—教育学]