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教师知识问题一直是教师教育研究领域的热门话题,什么样的知识观就决定了什么样的教育。在我国基础教育课程改革全面推进的十多年里,数学教师的知识结构在不断地发生着变化,《义务教育数学课程标准》(2011版)(以下简称《课标》(2011年版))又引入了先进的教育理念与方法,在新的社会形势下,初中数学教师拥有什么样的知识,这样的知识能否满足教学的需要,是否存在不足、如何去完善等问题便显得尤为重要。教师本体性知识的改变可以引起教学实践的最基本变化。本文以数学新课改为背景,结合数学学科的特点,对当前初中数学教师本体性知识的现状进行调查分析,并尝试建构科学合理的本体性知识结构。
Teacher knowledge has always been a hot topic in the field of teacher education research, and what kind of view of knowledge decides what kind of education. In the more than ten years of the reform of basic education curriculum in our country, the knowledge structure of mathematics teachers is constantly changing. The standard of mathematics curriculum of compulsory education (2011 edition) (hereinafter referred to as the “curriculum standard” (2011 edition)) The introduction of advanced educational concepts and methods, in the new social situation, junior high school mathematics teachers have what kind of knowledge, such knowledge can meet the teaching needs, whether there are deficiencies, how to perfect and other issues is particularly important. The change of teacher’s noumenon knowledge can cause the most basic change of teaching practice. Based on the new mathematics curriculum reform, combining with the characteristics of mathematics, this paper investigates and analyzes the status quo of the current math teachers’ tacit knowledge in junior middle school and attempts to construct a scientific and rational ontological knowledge structure.