职前教师和在职教师KCS的比较研究——基于问题提出的视角

Comparative Study of KCS Between Pre-service Teachers and In-service Teachers:Based on Perspective of Problem Posing

从问题提出的视角界定数学教师的KCS,构建职前教师和在职教师KCS的比较框架,调查职前教师和在职教师KCS的现状,并从已有知识结构、接受能力、数学思维三个维度考查职前教师和在职教师KCS的差异。研究发现,在职教师对学生已有知识结构的了解程度明显优于职前教师,但对学生的接受能力和数学思维的了解程度,职前教师的掌握情况略优于在职教师。

Defined the KCS of mathematics teachers in perspective of the problem,constructded a comparative framework between pre-service teachers and in-service teachers,investigates the current situation of pre-service teachers and in-service teachers KCS,and examines the differences between pre-service teachers and in-service teachers KCS from the perspectives of existing knowledge structure,acceptance ability and mathematical thinking.The study found that in-service teachers had a better understanding of students’existing knowledge structure than pre-service teachers,but their understanding of students’acceptance ability and mathematical thinking was slightly better than that of in-service teachers.