结构化教学视域下数学师范生教学能力的培养  

Cultivating the Teaching Competence of Mathematics Normal students from a Structured Instruction Perspective

作　　者：张然然[1] 陈静安[1] 杨彩如 ZHANG Ranran;CHEN Jingan;YANG Cairu(School of Mathematics,Guangdong University of Education,Guangzhou,Guangdong,510303,P.R.China)

机构地区：[1]广东第二师范学院数学学院,广东广州510303

出　　处：《广东第二师范学院学报》2023年第5期40-53,共14页Journal of Guangdong University of Education

基　　金：广东省教育科学规划课题“指向师范生教学能力发展的数学结构化教学策略构建”(2021GXJK380)。

摘　　要：数学结构化教学是促进数学师范生教学能力发展的重要途径。当前数学师范生教学能力培养存在整体观念不强、实践策略缺乏、效率低等问题。通过分析数学结构化教学的含义以及师范生教学能力的构成,在实践的基础上提出结构化教学视域下数学师范生教学能力培养的“3+5”模式,包括3项准备措施:构建学习共同体、实施结构化选题、训练结构化思维;5项实践策略:结构化教材分析、结构化学情分析、结构化教学目标设计、结构化教学过程设计、结构化评课和反思。实践证明,这种培养模式可以提高数学师范生的教学能力和专业化水平。Structured mathematics instruction serves as a significant approach to fostering mathematics normal student􀆳s teaching competence.Currently,there are issues in the training of teaching competence of mathematics normal students,including a lack of a comprehensive perspective,insufficient practical strategies,and low efficiency.By analyzing the meaning of structured mathematics teaching and the components of teaching competence of normal students,this study proposes a‘3+5’model for cultivating the teaching competence of mathematics normal students from the perspective of structured instruction.This model includes three preparatory measures:learning community construction,structured topic selection,structured thinking training;and five practical strategies:structured instructional material analysis,structured student learning analysis,structured instructional objective design,structured instructional process design,and structured lesson evaluation and reflection.Practical evidence shows that this cultivation model can enhance the teaching competence and professionalism of mathematics normal students.

关 键 词：结构化教学 教学能力 数学师范生 

分 类 号：G650[文化科学—教育学]