幼儿教师数学核心经验理解发展特征研究

Research on the Development Characteristics of Preschool Teachers’Understanding of Mathematics Core Experience

领域教学知识(PCK)是反映教师专业性的关键。在领域教学知识的三部分中起决定作用的是教育内容的知识,即核心经验。本研究以幼儿教师开展的数学教育活动为线索,以数学理解理论为理论支撑,探究了幼儿教师数学核心经验理解发展历程所表现出的的横向特征。可以概括为同质性和差异性并存、系统性和零散性并存、动态性和滞缓性并存。专业阅读、教育实践、园本教研、教育反思等因素影响了幼儿教师数学核心经验理解水平的深化和发展。这为探讨幼儿教师数学核心经验理解发展的有效途径奠定了基础。

Domain teaching knowledge(PCK)is the key to reflect the professionalism of teachers.In the three parts of domain teaching knowledge,the knowledge of educational content,namely core experience,plays a decisive role.Based on the mathematical education activities carried out by preschool teachers and the theory of mathematical understanding,this study explores the horizontal characteristics of the development process of preschool teachers’understanding of mathematical core experience.It can be summarized as the coexistence of homogeneity and difference,systematic and scattered,dynamic and sluggish.Professional reading,educational practice,kindergarten based teaching and research,educational reflection and other factors affect the deepening and development of preschool teachers’understanding of the core experience of mathematics.This lays a foundation for exploring the effective ways to understand and develop preschool teachers’core experience of mathematics.