教师如何持有其教学观?——基于反思性观念模型的个案研究  

How do Teachers Hold Their Conceptions of Teaching?-A Case Study Based on a Reflective Conception Model

作　　者：孙丹丹 张侨平 SUN Dandan;ZHANG Qiaoping

机构地区：[1]山东师范大学数学与统计学院,山东济南250358 [2]香港教育大学数学与资讯科技学系,中国香港999077

出　　处：《天津市教科院学报》2025年第1期15-24,共10页Journal of Tianjin Academy of Educational Science

基　　金：香港研究资助局杰出青年学者计划研究项目“塑造学生数学学习的生活空间”(ECS28609121)。

摘　　要：教师教学观是教师对教学的内隐的认识和看法,它以一种复杂的方式深深影响着教师行为,但也常常表现出与教学行为的不一致。理解这种不一致的视角之一是假设不一致只存在于研究者的视角,而不存在于教师的头脑,这种立场呼吁对教师观念的进一步剖析。为深入理解教师的观念,研究从反思性观念模型分析框架出发,借助个案研究的方法,详细刻画了个案教师在一项为期一年的教师教育项目中数学教学观持有方式的发展变化。研究发现,教师培养学生兴趣观念的例证性增强,讲解“来龙去脉”观念的一致性增强,强调学生探究观念的关联性增强,可以从例示性、论证性、联结性、一致性四个维度描述、理解及发展教师的反思性教学观。以上结论可以为旨在挑战教师观念、改进教学实践的专业发展项目提供启示。Teacher′s conception of teaching means teacher′s implicit cognition and views on teaching,which can significantly impact their teaching behavior in the classroom.However,there often exist apparent inconsistencies between teacher′s conception and teaching practice.One way to understand this inconsistency is to assume that the inconsistency exists only in the researcher′s perspective and not in the teacher′s mind.This perspective calls for further analysis of the teacher′s conception.To understand teacher′s conception on a deeper level,the reflective model of conceptions as an analytical framework and a case study approach was utilized to provide an indepth portrayal of the change of the ways teaching conceptions were held in a one-year teacher education program.It was found that the teacher used more examples to support the importance of cultivating students′interest,he consistently believed that the context should be explained,and he connected encouraging students′inquiry with other beliefs more.Teachers′reflective teaching conceptions can be described,understood,and developed along four dimensions:exemplification,justification,connection,and consistency.These findings can inform professional development initiatives aimed at challenging teachers′conceptions and improving the quality of teaching in mathematics and other subjects.

关 键 词：数学教师 教学观 持有方式 观念发展 

分 类 号：G441[哲学宗教—心理学]