从数学学习经历看师范生的教学信念发展

Viewed Development of Instructive Beliefs from Mathematics Learning Experiences of Student Teachers at College

教学信念是研究教师行为的一项重要指标．数学系师范生的学习经历、学教资源和所处的文化环境不利于师范生良好数学学习风格的形成和教学内容知识的积累，师范生也不能完全融入到准备学习教学的实践活动中去．我们建议教师教育者应提供足够的资源、机会和时间，让师范生发展新课程要求的关于学生自主探究和建构数学的教学信念；师范生对一些核心的概念、方法和思想必须能深刻而准确的理解，做到将学科知识转换成符合基础教育改革精神的教学内容知识；师范生学习教学应该用实践的问题和障碍作为跳板，以便引起他们对数学、学数学和教数学的探究和反思．

Researching teaching beliefs of teachers is an important indicator of teaching behavior. Learning experiences, sharing resources, and their lived cultural settings of student teachers at department of mathematics had not profited to the forming of good learning styles, and the accumulating of pedagogical content knowledge, accordingly, which could not lead student teachers to thoroughly come into instructive practice activities of learning to teach the middle and senior mathematics. We suggested teacher educators should give student teachers enough resources, chances, and time, moreover, student teachers had to indeed develop instructive beliefs of their self-investigating and constructing mathematics in the light of new curriculum ideas; student teachers must understand deep and accurately some core concepts, key methods, and main thoughts; lastly, student teachers should take problems and obstacles of practice as platform, investigate and reflect those practice activities of doing mathematics, learning mathematics and instructing mathematics.