数学教学内容知识——结构特征与研发举例被引量：116

Mathematical Pedagogical Content Knowledge——Structure and Research Case

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摘要教学内容知识的提出是近年来师范教育理论研究的一个热点问题,其主要目的是克服目前师范教育中的两种倾向：侧重于一般教学法的培训和侧重于纯粹学科内容的培训.数学教师开展常规教学应具备的知识有：数学学科知识,一般教学法知识和有关数学学习的知识.常见的教学内容知识培训切入点有：数学知识结构的解读、引入数学史、学与教过程中常见的疑点.在职优秀教师的数学教学内容知识结构的特征有：数学教学法知识灵活,数学内容知识丰富,教学内容知识多样. Since Shulman put forth the idea of pedagogical content knowledge in 1986, a lot of theoretical analysis were made in conjunction with the development of specific subject areas. The present article focused on how to help developing such knowledge in teacher education. Mathematics pedagogical content knowledge was conceptualised with the use of Venn diagrams, a number of cases were given among which such knowledge was developed with a high mathematical stand point, historical development of mathematics and students frequently asked questions.

作者黄毅英许世红

机构地区香港中文大学华南师范大学公共管理学院广州市教育局教学研究室

出处《数学教育学报》北大核心 2009年第1期5-9,共5页 Journal of Mathematics Education

关键词教学内容知识数学教育教师培训 pedagogical content knowledge mathematics education teacher education

分类号 G420 [文化科学—课程与教学论]

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参考文献12

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二级参考文献21

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