动态数学环境下的教师知识——工具编配视角  

Teacher’s Knowledge in Dynamical Mathematics Environment--A Perspective of Instrumental Orchestration

作　　者：诸方淳 徐斌艳[1] ZHU Fang-chun;XU Bin-yan(College of Teacher Education,East China Normal University,Shanghai 200241,China)

机构地区：[1]华东师范大学教师教育学院,上海200241

出　　处：《数学教育学报》2022年第2期21-25,共5页Journal of Mathematics Education

基　　金：上海市高校“立德树人”人文社科重点研究基地课题——数学课程中跨学科综合实践的设计与实施(15500-412224-21A45/004)。

摘　　要：利用工具编配理论,分析来自上海的4位初中数学教师的教学行为,揭示行为背后的教师知识特征.研究发现:教师通常在课堂中完全掌控动态数学环境中的相关技术,几乎不允许学生直接接触技术进行学习,即使这些技术可以改变学生的学习方法.教师普遍认为动态数学环境能够给教学带来便利,但是无法取代教师在课堂的中心地位.教师需要认真思考在什么时候、以什么方式使用这些技术,避免盲目使用技术对学生学习带来的负面影响.Using instrumental orchestration,this study analyzes the teaching behaviors of four middle school mathematics teachers from Shanghai and tries to reveal the characteristics of teachers’knowledge behind their behaviors.It is found that these teachers often choose to have full control over the relevant technologies in the dynamic mathematical environment in the classroom and hardly allow students to directly operate the technology for their learning during the lessons,even if these technologies can change students’learning methods.Generally,most of teachers believe that the dynamic mathematics environment can bring convenience to their teaching,but it cannot replace the central role of teachers in the classroom.Also,teachers need to think about when and how to use these technologies to avoid the negative impact of blind use of them on students’learning of mathematics.

关 键 词：教师知识 动态数学环境 工具编配 教学情境 

分 类 号：G633[文化科学—教育学]