职前教师和在职教师KCS的比较研究——基于问题提出的视角  

Comparative Study of KCS Between Pre-service Teachers and In-service Teachers:Based on Perspective of Problem Posing

作　　者：朱亚丽[1] ZHU Yali(Department of Mathematics, Henan Normal University, Xinxiang 453002, China)

机构地区：[1]河南师范大学数学与信息科学学院,河南新乡453002

出　　处：《河南教育学院学报（自然科学版）》2022年第1期35-42,共8页Journal of Henan Institute of Education(Natural Science Edition)

基　　金：河南省教师教育课程改革重点项目“乡村教师混合式培训评价效果研究”(2019JSJYZD-010)阶段性成果。

摘　　要：从问题提出的视角界定数学教师的KCS,构建职前教师和在职教师KCS的比较框架,调查职前教师和在职教师KCS的现状,并从已有知识结构、接受能力、数学思维三个维度考查职前教师和在职教师KCS的差异。研究发现,在职教师对学生已有知识结构的了解程度明显优于职前教师,但对学生的接受能力和数学思维的了解程度,职前教师的掌握情况略优于在职教师。Defined the KCS of mathematics teachers in perspective of the problem,constructded a comparative framework between pre-service teachers and in-service teachers,investigates the current situation of pre-service teachers and in-service teachers KCS,and examines the differences between pre-service teachers and in-service teachers KCS from the perspectives of existing knowledge structure,acceptance ability and mathematical thinking.The study found that in-service teachers had a better understanding of students’existing knowledge structure than pre-service teachers,but their understanding of students’acceptance ability and mathematical thinking was slightly better than that of in-service teachers.

关 键 词：KCS 问题提出 职前教师 在职教师 

分 类 号：G623[文化科学—教育学]