数学教师专业化科学范式研究的探索——评《数学教师专业行动能力导引》被引量：2

Exploration on Scientific Paradigm Research on Teacher Professionalization in Mathematics:A Book Review on Introduction and Research on Teacher Capacity in Mathematics

下载PDF

导出

摘要目前对教师的研究已经越来越体现出专业化的发展路径.对数学教师专业化的研究应该考虑数学教师的日常教学实践,并能关注数学学科,而且深入关注教师对具体数学内容的教学.而教育学研究的另一个重要议题是如何以科学规范的方式来研究教育问题.《数学教师专业行动能力导引》以中澳两国的数学教师专业行动能力为研究内容,对数学教师专业化的科学范式研究做出了一次有效探索,可以为中国的数学教师专业化研究以及如何开展科学范式的教育学研究提供一定的参考意义. The professionalization trend of development had been reflected in research on teacher recently. Research on mathematics teacher professionalization should pay attention to teaching practice of mathematics teachers and focus on subject of mathematics and deeply look into teaching of specific mathematical contents. Another important issue of educational research was how to research educational problems with scientific and normative ways. Introduction and Research on Teacher Capacity in Mathematics focused on teacher capacity in mathematics of China and Australia, had an explorative paradigm of doing a scientific research on mathematics teacher professionalization, giving certain useful implications to both research on teacher professionalization in mathematics and how to endeavor educational research in a scientific paradigm in China.

作者徐文彬 Max Stephens XU Wen-bin1, Max Stephens2(1. Nanjing Normal University, Jiangsu Nanjing 210097, China; 2. Melbourne Graduate School of Education, The University of Melbourne, Melbourne 3010, Australi)

机构地区南京师范大学墨尔本大学教育研究生院

出处《数学教育学报》 CSSCI 北大核心 2018年第2期99-100,共2页 Journal of Mathematics Education

基金 2018年浙江省教育科学规划项目——管办评分离背景下教师专业素养发展性评价研究(2018SCG161)

关键词《数学教师专业行动能力导引》数学教师专业化教育学研究科学范式 Introduction and Research on Teacher Capacity in Mathematics Teacher professionalization in mathematics educational research scientific paradigm

分类号 G40-03 [文化科学—教育学原理]

引文网络
相关文献

参考文献1

1章勤琼,麦克斯.斯蒂芬斯.西方教师知识研究发展的专业化路径[J].比较教育研究,2016,38(4):73-77. 被引量：7

二级参考文献10

1Shulman,L. S. Knowledge and Teaching:Foundations ofthe New Reform. Harvard Educational Review, 1987,(57 ):1-22.
2Grossman,P.L.,Wilson,S. M.,& Shulman,L. S, Teachersof Substance:Subject Matter Knowledge for Teaching [A],In M. Reynolds, The Knowledge Base for Beginning Teach-ers[C]. New York:Pergamon, 1989. 23-36.
3Ball,D.L. The Mathematical Understandings that Prospec-tive Teachers Bring to Teacher Education. The ElementarySchool Journal,1990 (90) : 449-466.
4Fennema,E.& Franke,L. M. Teachers' Knowledge and ItsImpact [A]. In D. A. Grouws. Handbook of Research onMathematics Teaching and Learning [C]. New York,NY:Macmillan, 1992. 147-164.
5Hill,H.C,,Ball,D. L.,& Schilling,S. G. Developing Mea-sures of Teachers' Mathematics Knowledge for Teaching.The Elementary School Journal,2004,105( 1): 11-30.
6Ball, D.., Thames, M.,& Phelps, G. Content Knowledge forTeaching: What Makes it Special? Journal of Teacher Edu-cation, 2008 (59): 389-407.
7RowIand,T.Developing Knowledge for Teaching:A Theo-retical Loop [A]. In S. Close,D. Corcoran,& T. Dooley.Proceedings of the 2nd National Conference on Research inMathematics Education. Dublin:St Patrick's College,2007.14-27.
8Rowland,T.,Huokstep,P.,& Thwaites,A. ElementaryTeachers, Mathematics Subject Knowledge : the KnowledgeQuartet and the Case of Naomi [j]. Journal of MathematicsTeacher Education, 2005,8( 3) :255-281.
9Rowland,T.,Huckstep,P.,& Thwaites, A. The Knowl-edge Quartet. In:J. Williams,Proceedings of the BritishSociety for Research into Learning Mathematics[C ]. Cam-bridge :Cambridge University,2003,23(3):97-102.
10Petrou,M.,& Goulding,M. Conceptualising Teachers'Mathematical Knowledge in Teaching[A]. In Rowland,T.,& Ruthven,K. Mathematical Knowledge in Teaching[C].Dordrecht : Springer ,2011. 9-25.