新课程背景下数学师范生PCK培养模式的探究

Study on the mode of developing PCK of normal university students majoring in mathematics in the context of new curriculum

为了提高新课程背景下数学师范生的教师专业化水平,培养出优秀的职前教师,通过文献资料法、专家访谈法,探究发展数学师范生PCK的必要性、制约因素及实施方案.研究发现,PCK是新时代教师专业发展的核心要素,是师范生专业成长的有效途径;各知识要素发展不均衡,教学实践不足,只注重知识技能的考核是阻碍数学师范生PCK发展的主要因素.针对上述问题,依据PCK理论,提出构建"数学知识、教学理论、课程知识相融合"的教学体系、"理论学习、实践应用、反思迁移相递进"的教学模式和"理论知识、专业技能、文化素养多元化"的教育评价方式等策略,以期为数学师范生的教育发展提供有益参考.

In order to improve the professional level of mathematics teachers from normal universities and cultivate excellent pre-service teachers in the context of new curriculum,this paper explored the necessity,constraints and implementation plan of developing mathematics teachers′PCK using literature material law and expert interviews.The study finds that PCK is the core element of developing new-era teachers′professional knowledge,and is an effective way to develop normal university students′professional ability.The main factors that hinder the development of PCK include the unbalanced development of knowledge elements,inadequate teaching practice and too much emphasis on the the knowledge skill examination.In view of the above problems,based on PCK theory,this paper put forward the strategies such as to construct the teaching system of″combining mathematics knowledge,teaching theory and curriculum knowledge″,the teaching mode of″from theory learning to practical application and then to reflection of transference″and the educational evaluation mode of″diversification of theoretical knowledge,professional skills and cultural literacy″,so as to provide beneficial reference for the education and development of normal university students majoring in mathematics.