新教学视域下数学教师认识信念重塑  

Remodeling of Mathematics Teachers′Cognitive Beliefs Under the New Teaching Vision

作　　者：喻平[1] YU Ping

机构地区：[1]南京师范大学数学科学学院,江苏南京210046

出　　处：《天津师范大学学报（基础教育版）》2023年第5期12-18,共7页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：江苏省教育科学“十四五”规划2021年度重大课题“学科育人视角下‘新教学’体系构建研究”(A/2021/07)。

摘　　要：新课程引发新教学,为了适应新教学,教师的认识信念必将应对一个阵痛的转型。教师的教学认识信念主要包括知识信念、学习信念和教学信念。研究认为,对数学教师而言,教学认识信念的几个转型应当是:数学知识信念由一元数学观向多元数学观的扩充,数学学习信念从理解事实向建构事实的延展,数学教学信念从知识传授向学科育人的提升。The new curriculum leads to the new teaching.In order to adapt to the new teaching,teachers′cognition and belief must be delt with a painful transformation.Teachers′teaching cognitive beliefs mainly include knowledge belief,learning belief and teaching belief.For mathematics teachers,several transformations of teaching epistemic beliefs should be:the expansion of mathematical knowledge belief from unitary mathematical view to multi-mathematical view,the extension of mathematical learning belief from understanding facts to constructing facts,and the promotion of mathematics teaching belief from knowledge imparts to cultivate talents through subject teaching.

关 键 词：数学教师 新课程 新教学 认识信念 

分 类 号：G633.6[文化科学—教育学]