基于课堂生成资源促进数学教师专业发展的个案研究  

A Case Study on Promoting the Professional Development of Mathematics Teachers Based on Generative Resources in Class

作　　者：杨亚平 孔德宏[1] YANG Ya-ping;KONG De-hong(Department of Mathematics,Yunnan Normal University,Yunnan Kunming 650500,China)

机构地区：[1]云南师范大学数学学院,云南昆明650500

出　　处：《数学教育学报》2022年第1期85-90,共6页Journal of Mathematics Education

基　　金：云南省教育科学规划(高等学校教师教育联盟)教师教育专项课题--2019年度基于教师知识的“一专多能”公费师范生培养质量及改进策略研究(GJZ1901);2016年度云南省中小学数学名师工作室项目实施的有效性研究(GJZ1603)。

摘　　要：数学教师专业发展的途径正逐步从外界导向回归到主体自觉践行上,在"新课标"倡导的"动态生成"的教学观下,正确处理课堂生成资源已成为数学教师的必备能力.结合个案教师对"三视图"教学中的课堂生成资源的反思性实践研究表明:数学教师对课堂生成资源的反思有助于教师专业发展.数学教师利用课堂生成资源促进自身专业发展的路径有:提高捕捉与反思课堂生成资源的意识;依托教师专业标准反思并明确问题;在反思性实践中提升专业知识和能力;重构课堂,有效运用预设性生成资源.The way of professional development of mathematical teachers is gradually returning from external orientation to subject conscious practice.Under the teaching concept of"dynamic generation"advocated by the"New Curriculum Standard",correctly handling generative resources in class has become a necessary ability for mathematics teachers.Combined with the reflective practice of the teachers in the case study on generative resources in"three views"teaching,it shows that mathematics teachers’reflection on generative resources in class is conducive to teachers’professional development.The paths for mathematics teachers to use generative resources in class to promote their own professional development include:raising awareness of capturing and reflecting on generative resources in class;reflecting and identifying problems based on teachers’professional standards;improving professional knowledge and skills in reflective practice;reconstructing class and effectively using preset generative resources.

关 键 词：教师专业发展 教学反思 课堂生成资源 圆锥 俯视图 

分 类 号：G421[文化科学—课程与教学论]