TPACK视角下数学核心素养的模型构建和实现路径探究

Construction of Mathematical Key Competency Model and Its Implementation Path from the Perspective of TPACK

教师和学生是教育教学过程中两个不可或缺的部分,教师专业发展和学生数学核心素养的培养成为数学基础教育改革关注的焦点,基于对两个主题分别作进一步说明以及沟通两者的考虑,构建了TPACK视角下数学核心素养的双塔模型。其中,教师塔结构由教师知识、教师信念和教学实践构成,是一个向上落地、向下反馈的过程,三层结构的统一最终实现教师TPACK水平的发展;学生塔结构由"双基"层、问题解决层和学科思维层构成,是一个向上升华、向下指导的过程,三层结构同"四基"一一映射,最终实现学生数学核心素养水平的提高。双塔模型解释了"是什么",TPACK视角下的数学核心素养的实现路径解决"怎么做"的问题,实现路径分为准备、过程和目标三个阶段,说明在现实教学过程中如何通过教师TPACK水平发展实现数学核心素养水平的提高。

Teachers and students are two indispensable parts in the process of education and teaching.Teach.ers'professional development and students’mathematics key competency advancement have become the focus of mathematics basic education reform.Based on the consideration of further illustrating the two topics and connect.ing them together,the article constructs a twin-tower model in terms of mathematics key competency from the per.spective of TPACK.Among them,the teacher’s tower structure consists of teacher’s knowledge,teacher’s beliefs and teaching practice.It is a process of upward landing and downward feedback,through which the three-tier structure unifies and realizes the development of the teacher’s TPACK level.The student’s tower structure con.sists of“dual bases”layers;one is the problem-solving layer and the other discipline thinking layer.And it is also a process of upward promoting and downward guiding.Through the one-one mapping of the three-tier structure and the“four bases”,eventually the students’level of mathematics key competency improves.The twin-tower model deals with the problem of“what”,and the implementation path of achieving mathematics key competency from the perspective of TPACK answers the question of“how”.The procedure includes three phases to explain how to develop mathematics key competency by improving the level of teacher’s TPACK.They are preparation,process and goal.