21世纪国外数学史与教师教育关系研究与启示

A Review of Non-Domestic Studies on HPM and Teacher Education in the 21st Century

以探寻实践中如何进行教师教育为出发点,从内容维度、形式与过程维度、结果维度对国外新世纪以来数学史与数学教师教育的关系进行了考察.研究发现:国外以数学史为载体的教师教育强调原始素材的运用,注重多元文化与民族数学;教师教育的形式多元,强调培训对象的深度参与,教师教育过程与结构精致,注重整体优化;教师教育在知识、信念等方面取得了一定的成效.启示:要对教师教育的内容与形式进行合理规划;强调学科内容知识与教学内容知识的平衡;注重教学、科研、项目间的联动.

To explore how to conduct teacher education,we analyzed studies on HPM and teacher education abroad according to content,types&processes,and outcomes.We found that foreign researchers emphasize the use of primary sources and think highly of multicultural and ethno-mathematics;the types of teacher education are varied;the structure of the education process is delicate;they attach importance to deep engagement with training objects and holistic improvement in teacher education;and,after engaging in teacher education,training objects achieve the development of knowledge and belief.We can reasonably plan content and types,balance subject matter knowledge and pedagogical content knowledge,and link teaching,research,and programs to improve our teacher education.