不同发展阶段的幼儿园教师数学学科教学知识的比较研究

Comparison of Mathematical Pedagogical Content Knowledge of Kindergarten Teachers at Different Stage of Professional Development

关于幼儿园教师数学学科教学知识的发展变化的研究有助于提高职前教育和职后培训的针对性和实效性。本研究通过对80名幼儿园教师的问卷调查发现,不同教龄的教师在各维度的知识掌握多停留在一般性知识,并且只在儿童相关的学科内容知识、教学法知识两个维度上存在显著差异。5年以上教龄的教师的表现显著优于5年以内的教师,并在儿童相关的学科内容知识、儿童发展知识两个维度与教学法知识存在显著相关。这一研究结果表明,幼儿园教师对各维度知识的整合不够,并且不能够在实践中自发地进行反思和总结,从而实现实践性知识的积累。建议加强与数学学科、活动主题和儿童相关联的特殊知识方面的教学与培训,并重视引导和支持教师对实践的反思。

The knowledge about the development of teachers＇ pedagogical content knowledge is fundamental to improve the effects of pre-serviee and in-service teacher education and training. The study investigated the mathematical pedagogical content knowledge of 80 kindergarten teachers using video-based questionnaire. And it found that kindergarten teachers only mastered general knowledge about subject, child and pedagogy, and showed significant difference in the aspects of child-re- lated content knowledge and pedagogical knowledge; teachers with more than five years of teaching had better MPCK than those within five years, and their child-related content knowledge and subject-related child knowledge were significantly correlated with pedagogical knowledge. These findings implicated that kindergarten teachers lack integration between different domains of knowledge, and highly emphasized teaching, but neglected children＇ s learning; and teachers could not spontaneously reflect and integrate experience obtaining during their teaching practice into MPCK. The implications for pre-service education and in-service training were discussed.