藏汉双语数学专业师范生MPCK调查研究--以西北民族大学为例

Investigation and research on MPCK of Tibetan-Chinese bilingual normal university students majoring in mathematics:A case study of Northwest Minzu University

基于民族教育研究角度,运用问卷自评的方式,从数学学科专业知识(MK)、一般教学法知识(PK)、学生学习的知识(CK)、教育技术的知识(TK)四个方面调查民族院校数学与应用数学藏汉双语班学生的MPCK来源以及掌握情况.调查结果表明:这些学生的MPCK掌握情况总体处于一般水平,低年级和高年级学生对中小学数学知识和教育教学知识掌握较好;MPCK来源主要是学校教育、教育实习、课外阅读和观看优质课视频.针对存在的不足提出提升教育质量、在专业课程中渗透个性化教育理念、安排学生观摩中小学优质课堂、关注教育技术的动态等建议,为民族地区数学教育改革和发展提供了参考与借鉴.

From the perspective of ethnic education research,using the method of questionnaire self-evaluation,this paper investigated the source and mastery of MPCK of Tibetan-Chinese bilingual students in mathematics and applied mathematics class in ethnic college from four aspects:mathematics knowledge(MK),pedagogical knowledge(PK),content knowledge(CK)and educational technology knowledge(TK).The survey results show that the MPCK mastery of the students in mathematics classes is generally at an average level,and the junior and senior students have better grasp of mathematics knowledge of primary and secondary schools and teaching knowledge;MPCK mainly comes from school education,educational practice,extracurricular reading and watching quality lesson videos.In view of the existing shortcomings,the paper proposed some suggestions,such as improving the quality of education,infiltrating personalized education concepts in professional courses,arranging students to observe highquality classes in primary and middle schools,and paying attention to the dynamics of educational technology,which provided references for the reform and development of mathematics education in ethnic regions.