高中数学骨干教师专业发展情况调查研究——来自国培计划(2011)中小学骨干教师研修项目人大附中高中数学班的报告

Survey Study on the Backbone Maths Teachers' Professional Development

以国培计划(2011)——中小学骨干教师研修项目人大附中高中数学班学员为研究对象,从高中数学骨干教师专业发展、有效教学行为及有效教学行为归因三方面进行研究。结果表明,被试的专业理念较为先进,但专业成长途径、专业知识还不能很好地支撑教师的专业发展;有效教学行为中数学学习、数学教育、数学情境与问题创设及教学艺术四个因子的得分均处在高位,但在实践层面是否与此相吻合,还有待进一步研究;从有效教学行为的归因看,外因得分较低,学校领导应为教师的专业发展创设良好的评价导向和团队影响。

Based on the program participants of the National Mathematics Institute （2011） for the secondary and primary school teachers of the Middle School Attached to Renmin University of China, with three perspectives in the professional development of high school backbone math teachers, effective teaching behavior and effective teaching attribution, it is found out that even though the survey subjects have quite advanced ideals, the professional approaches and knowledge still can＇t sustain the professional development for the faculty members. Even though the four aspects as maths learning, maths education, maths situation and problem design, as well as teaching art are all ranked high, the further exploration to whether they are consistent with practicality, is still needed. From the effective teaching attribution, external factors are ranked rather low, therefore, school administrators shall design positive assessment and organize proper team work so as to effectively improve the professional development of faculty members.