职前教师的数学知识概述与教学内容知识建构的试验研究

A Sketch of Mathematics Knowledge of Pre-service Teachers and Experimental Research of Their Pedagogical Content Knowledge'Constructing

我们通过剖析(职前)教师数学知识的发展脉络和本质特征,发现职前教师的数学知识主要是在学科数学原理知识影响和作用下的教学内容知识,它具有经过职前教师反复实践、精致性加工和深刻理解学科知识和教学法知识才能凝练成的"知识包"特征.试验显示出:职前教师的教学内容知识的良好增长主要涉及理论基础、导师作用和教学实习等三个因素的有机结合。具体做法是:以他们所掌握的学科知识及思想方法为基础,在导师组(包括大学教师和中小学教师在内的三方力量)的有效指导下,开展间断性且历时较长的数学教学实践。

Analysing the development process and substantive characteristics of mathematical knowledge of pre-service teachers, we find that mathematical knowledge of pre-service teachers is mainly pedagogical content knowledge influencing and functioning by the knowledge of mathematical principle disciplines. And it have the characteristics of“Knowledge Package”as a result of concision by the pre-service teachers repeatedly practicing, exquisitely processing, deeply understand subject knowledge and pedagogy knowledge. The experiment show that good growth of pedagogical content knowledge of pre-service teachers is the combination of theoretical foundation, teacher role and teaching practice. The concrete procedure is： based on the subject knowledge and the way of thinking they grasped, under the guidance of tutor group including university teachers and primary and secondary school teachers, to carry out the discontinuous and longer time mathematics teaching practice.