职前数学教师文化素养、元认知与教育教学能力的关系研究  

Statistical analysis of the cultural literacy,metacognition and educational teaching ability of pre-service mathematics teachers

作　　者：王煜 周星晨 WANG Yu;ZHOU Xing-chen(College of Mathematics and Statistics,Qinghai Normal University,Xining 810016,China)

机构地区：[1]青海师范大学数学与统计学院,青海西宁810016

出　　处：《青海师范大学学报(自然科学版)》2024年第4期82-88,共7页Journal of Qinghai Normal University(Natural Science Edition)

摘　　要：职前数学教师的数学文化素养与数学教育教学能力密不可分;同时,数学元认知的结构形态影响着数学教育教学能力.选取青海省高校数学师范生作为研究对象,在编制量表、收集数据的基础上,利用数理统计的方法进行了研究,得出的主要结论是:职前数学教师的数学文化素养与数学元认知、数学文化素养与数学教育教学能力、数学元认知与数学教育教学能力之间都存在着显著的正相关关系;职前数学教师数学文化素养对数学教育教学能力的影响既可以直接产生,也可以由中介变量——数学元认知间接产生.数学文化素养和数学元认知可以有效对数学教育教学能力进行预测.The cultural literacy of pre-service mathematics teachers is inextricably linked to their educational and teaching abilities;at the same time,the structure of mathematical metacognition affects their mathematical education and teaching abilities.This article selects mathematics students in Qinghai Province as the research object,and based on the preparation of scales and data collection,uses mathematical statistics methods to conduct research.The main conclusions are as follows:there is a significant positive correlation between the mathematical literacy of pre-service mathematics teachers and their mathematical metacognition,mathematical literacy and their mathematical education and teaching abilities,and mathematical metacognition and their mathematical education and teaching abilities;the influence of pre-service mathematics teachers’cultural literacy on their education and teaching abilities can be produced directly or indirectly through the mediating variable-mathematical metacognition.Mathematical literacy and mathematical metacognition can effectively predict mathematical education and teaching abilities.

关 键 词：数学文化素养 数学元认知 数学教育教学能力 

分 类 号：G63[文化科学—教育学]