职前数学教师的专业信念及其内部转化机制研究——以S师范大学为例

Study on Pre-service Mathematics Teachers’Professional Beliefs and the Internal Transformation Mechanism-Take S Normal University as an Example

以S师范大学数学与应用数学(师范)专业94名学生为被试,考察职前数学教师的专业信念及其内部转化机制。研究发现:本质信念对评价信念的直接作用不显著;通过学习信念、学习信念和教学信念的链式中介、教学信念对评价信念的间接正向作用均达显著,且效应量依次降低;学习信念是沟通本质信念和评价信念的关键中介。据此,对职前数学教师提出如下建议:加强对初等数学核心思想的理解,建立高等数学与初等数学的联系,加强对数学学习理论和数学课程标准的理解。

This study selected 94 students majoring in mathematics and applied mathematics in S Normal University as re‐search subjects to investigate the professional beliefs of pre-service mathematics teachers and their internal transformation mecha‐nism.It has found that there does not exist significance in direct effect of essence belief on evaluation belief;that there exists sig‐nificance in indirect effects of learning belief,of the serial mediation between learning belief and teaching belief,and of teaching belief on evaluation belief with the effect size decreasing successively;and that learning belief is the key mediator between learn‐ing belief and evaluation belief.Based on such findings,suggestions for the training of pre-service mathematics teachers include the following:strengthening the understanding of the core ideas of elementary mathematics;establishing the relationship between higher mathematics and primary mathematics,and strengthening the understanding of mathematics learning theory and mathemat‐ics curriculum standards.