摘要
数学课程改革要求数学教师的本体性知识、实践性知识和条件性知识做出调整,不仅每一种知识本身需要更新,而且各种知识之间也要不断融合,走向一体化,形成生成性知识。
Mathematic teachers need to adjust their subject-involved knowledge, practical knowledge, conditional knowledge to mathematic curriculum reform. Mathematic teachers not only renew their the three knowledge,but also incorporate them, and form creating knowledge. Teachers will show their creativity and have a new life in the new curriculum reform.
出处
《廊坊师范学院学报（自然科学版）》
2008年第4期48-49,共2页
Journal of Langfang Normal University(Natural Science Edition)
关键词
数学教师
知识结构
课程改革
mathematic teacher
knowledge structure
curriculum reform
