不同学程的数学教师对平面几何的教学信念调查

Investigation on the plane geometry teaching belief of mathematics teachers of different programs

从学生的信念、数学教学的信念、数学的社会文化价值等几个维度调查不同学程的数学教师对平面几何的教学信念。研究表明,不同学程的数学教师对平面几何教学都维系着较高的信念,并且在这几个维度均存在显著性差异;对"平面几何应用价值"的信念认同程度方面,小学数学教师倾向一般,而初中、高中数学教师比较倾向同意;初、高中数学教师对于平面几何的文本意义大都默认"文本权威"的现象,教师和学生只是被动地接受,而小学数学教师却敢于运用自身经验去参与和重写文本。因此,一方面,需要加强教师的本体性知识的培训;另一方面,数学教师在平面几何教学中需要强调其学科价值。

The paper investigates the plane geometry teaching belief of mathematics teachers of different programs in the several dimensions including students＇belief, mathematics teaching belief, and the social value of mathematics. It is indicated in the study that mathematics teachers of different programs have finn belie in teaching plane geometry, showing significant differences in the dimensions mentioned above; as for ＂plane geometry application value＂, prima- ry school mathematics teachers take neutral attitudes, while the junior and senor high school mathematics teachers tend to be positive; for the textual meaning of plane geometry, junior and senior high school mathematics teachers in- dicate ＂text authority＂ which teachers and students are passive to accept, while the primary school mathematics teachers have the courage to participate in rewriting the text with their own experiences. Therefore, on the one hand, the training of teachers＂ subject involved knowledge should be strengthened, on the other hand, mathematics teachers need to emphasize the value of the course in the teaching of plane geometry.