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以往人们关注比较多的是知识的探究,很少有人研究教师知识的结构,仅有的研究仅是针对教师应该具有哪些知识,缺少对结构的关注。新课程改革后,小学数学教师应该具有哪些知识结构,目前已具备哪些知识结构,是值得我们研究的重要课题。我们应该清楚小学数学教师的知识结构与新课程改革的要求之间的差距,提出有针对性的完善措施。本文将小学数学教师的知识结构分为本体性、实践性和条件性三种,分别介绍了这三种知识的具体内容,存在的问题及改进建议。
In the past, people paid more attention to the exploration of knowledge. Few people studied the structure of teacher’s knowledge. The only research was only about what teachers should have and lack of attention to the structure. After the new curriculum reform, primary school mathematics teachers should have what kind of knowledge structure, which knowledge structure is currently available, is an important issue worthy of our study. We should know the gap between the knowledge structure of primary school mathematics teachers and the requirements of the new curriculum reform, and propose targeted and perfect measures. In this paper, the elementary mathematics teachers’ knowledge structure is divided into three kinds: the noumenon, the practicality and the conditionality. The specific content, existing problems and suggestions for improvement of the three kinds of knowledge are respectively introduced.