内地西藏幼师生数学PCK培养研究现状与展望——基于中国知网2005—2016年文献的计量分析

Present Situation and Prospect on Mathematics PCK Cultivating for Inland Tibetan Preschool Teachers——A quantitative analysis Based on CNKI articles from 2005 through 2016

以在中国知网数据库手工搜索到的有关"内地西藏幼师生研究""幼儿教师数学PCK研究"63条文献为研究对象,从"时间、空间、主题、方法和对象"五个维度对其进行计量分析,结果显示:关于内地西藏幼师生的研究文献总量以及刊发于核心期刊的文献数量少,研究主体单一,研究的系统性、深刻性、科学性以及原创性有待加强;幼儿教师数学PCK研究发文质量高,但影响力不大;内地西藏幼师生数学领域教学知识研究是空白地带。基于此,本研究提出后续研究思路:厘清内地西藏幼师生数学PCK的内涵及评价标准,了解其数学PCK的现状以及文化与内地西藏幼师生数学PCK的关系。

Taking 63 articles on inland Tibetan preschool teachers, kindergarten teachers＇ mathematics PCK from CNKI as research objects and using content analysis as the method, this paper made statistical analysis of the articles from five dimensions including time, space, theme, method and object. The findings showed： 1） The number of the researches on inland Tibetan preschool teachers and the amount of the articles in the CSSCI journals is small. 2） The research team and the systematic, scientific nature and the originality of the study should be strengthen. 3） Although the research quality on kindergarten teachers＇ mathematics PCK is high, the influence is not wide enough. 4） The research on mathematics PCK cultivating for inland Tibetan preschool teachers lacks, Therefore, further studies should focus on the clarifying the connotation, evaluation standard, present situation, relationship between culture and mathematics PCK for inland Tibetan preschool teachers.