学前教育专业师范生数学教育能力的层次、内涵和培养路径研究——基于TPACK视角

On the Levels, Contents, and Cultivation Approach of Mathematics Education Ability for Preschool Education Major Students: From the TPACK Perspective

基于TPACK视角，将学前教育专业师范生所应具备的数学教育能力分为B、M、T三个层面。B层面包括沟通交流能力、活动方案设计能力、活动组织与实施能力、活动反思与评价能力、教育科研能力。M层面包括数学教学能力、数学思维能力、数学审美能力、数学拓展能力。T层面包括数学数字化能力、数学微视频制作能力。学前教育专业师范生应把握三个能力层面的广度和深度，不断提高三个能力层面间的融合度，提高自身的专业能力。高校应形成以儿童为中心，注重游戏法和操作法的运用，三个能力层面协同发展的学前数学教育实践体系，以不断提升学前教育专业师范生的数学教育能力。

From the TPACK perspective, the mathematics education ability that preschool education major students should own can be divided into three levels： B level, M level and T level. The mathematics education ability for B level preschool education major students includes communication ability, activity designing ability, the ability of organizing and implementing activities, reflecting and evaluating ability, and ability for teaching and research; the ability for M level includes mathematics teaching, mathematics thinking, mathematics taste, and mathematics expanding; the ability for T level includes mathematics digitalization, and mathematics micro video making. The authors believe that preschool education major students should learn different levels of ability, increase the integration of different levels, and improve their professional ability; universities should establish mathe- matics education practice system which regards children as the center, pay attention to the application of games and activities, and coordinate the development of the three levels.