小学数学教师跨学科素养的结构维度探索与测评指标构建  

Structural Dimension Exploration and Evaluation Index Construction of the Interdisciplinary Competency of Primary School Mathematics Teachers

作　　者：王丽美 宋乃庆[1] Wang Limei;Song Naiqing

机构地区：[1]西南大学数学与统计学院,重庆400715 [2]滇西科技师范学院数理学院,临沧677000

出　　处：《课程．教材．教法》2024年第3期91-98,共8页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金2019年重大项目“国家基础教育质量监测与评价体系研究”(19ZDA359);云南省哲学社会科学规划2023年度教育学一般课题“新文科背景下西部高校教师跨学科素养测评模型构建与实证研究”(AC23004);云南省教育厅2023年度科学研究基金项目“小学教师跨学科素养测评指标体系构建研究”(2023J1260)。

摘　　要：素养导向下的数学教育改革对小学数学教师跨学科素养提出更高要求,倒逼我国小学数学教师跨学科素养的提升。运用扎根理论方法,通过开放式编码、主轴式编码、选择式编码、理论饱和度检验,探索出小学数学教师跨学科素养结构维度。在此基础上,借鉴大数据时代的教育测评指标体系构建范式,初拟小学数学教师跨学科素养测评指标体系,并通过专家意见征询,进一步优化测评指标,最终构建小学数学教师跨学科素养测评指标体系,其包含教师跨学科意识、教师跨学科知识、教师跨学科能力和教师跨学科情意4个一级指标和14个二级指标。Competency-oriented reform of mathematics education puts forward higher requirements for the interdisciplinary competency of primary school mathematics teachers,which pushes the improvement of the competency.The research uses grounded theory to explore the structural dimension of the competency through open coding,axial coding,selecting coding,and theoretical saturation testing.On this basis,drawing on the paradigm of education evaluation index system construction in the era of big data,a preliminary interdisciplinary competency evaluation index system for primary school mathematics teachers is proposed.Through consultation,we further optimized the indexes and ultimately constructed a system which has four first-level indexes,including teachers' interdisciplinary awareness,knowledge,ability,and affection,and 14 second-level indexes.

关 键 词：跨学科素养 扎根理论 小学数学教师 测评指标 结构维度 

分 类 号：G623.5[文化科学—教育学]