新课程视野下聋校数学教师知识结构现状及对策研究  

Research on Current Situation and Countermeasures of Mathematics Teachers Knowledge Structure in Deaf Schools from Perspective of New Curriculum

作　　者：田寅生[1] 王国瑞 TIAN Yin-sheng;WANG Guo-rui(Nanjing Normal University of Special Education,Nanjing 210038,China;Suzhou Xiangcheng District Special Education School,Suzhou 215131,China)

机构地区：[1]南京特殊教育师范学院,南京210038 [2]苏州市相城区特殊教育学校,江苏苏州215131

出　　处：《林区教学》2021年第11期119-124,共6页Teaching of Forestry Region

基　　金：教育部人文社会科学研究规划基金项目“特殊教育学校义务教育数学课程标准与教学实施一致性研究”(18YJA880075)。

摘　　要：通过问卷、听课、访谈,了解新课程视野下聋校数学教师知识掌握情况。调查表明,教师对知识的掌握程度依次为本体性知识、实践性知识、条件性知识,知识掌握水平不高,与新课程要求有一定的差距;条件性知识、实践性知识与本体性知识的掌握情况有显著性差异(P<0.05);以教师的学历、职称、教龄、性别为自变量进行方差分析,只有教龄因素的主效应有显著性差异(P<0.05)。聋校数学教师应树立终身教育的思想,积极投身聋校数学课程改革,科学制订、有效实施教师知识发展计划,以促进知识的发展与专业成长。Through questionnaires,lectures,and interviews,we learn about the knowledge mastery of mathematics teachers in deaf schools from the perspective of the new curriculum.The survey shows that teachers mastery of knowledge can be divided into ontological knowledge,practical knowledge,and conditional knowledge.Their level of knowledge mastery is not high,and there is a certain gap between the requirements of the new curriculum.There are significant differences in the mastery of conditional knowledge,practical knowledge and ontological knowledge(P<0.05).Taking the teachers education background,professional title,teaching age,and gender as independent variables for variance analysis,only the main effect of the teaching age factor is significantly different(P<0.05).Mathematics teachers in deaf schools should establish the idea of lifelong learning,actively participate in the reform of mathematics courses,scientifically formulate and effectively implement teacher knowledge development plans to promote the development of knowledge and professional growth.

关 键 词：特殊教育 聋校数学教师 知识结构 

分 类 号：G451.2[文化科学—教育学] G762[文化科学—教育技术学]