“问题提出”主题式培训促进小学数学教师专业发展——专访美国特拉华大学蔡金法教授

Promoting the Professional Development of Primary School Mathematics Teachers Through“Problem Posing”Thematic Training:An Interview with Professor Cai Jinfa from the University of Delaware

蔡金法教授是美国著名华人数学教育家,一直致力于“问题提出”主题式小学数学教师专业发展研究。蔡教授认为“问题提出”主题式培训对促进小学数学教师专业发展有重要意义。他以建构主义学习观和社会文化活动论为理论依据,构建了教师专业发展的一般路径,即:教师首先通过专业学习改变原有信念并增长专业知识,然后改进课堂教学,最后通过有效的课堂教学影响学生的学习。蔡教授认为“问题提出”主题式培训之所以能促进小学数学教师专业发展,是因为教师要进行“问题提出”教学任务的设计和教学案例的开发,并且在此过程中加强了实证研究。

Professor Cai Jinfa is a famous Chinese-born mathematics educator in the United States.He has been committed to the research on“problem posing”and teachers professional development in primary school mathematics.Professor Cai believes that the thematic training of“problem posing”is of great significance in promoting the professional development of primary school mathematics teachers.Based on the constructivism learning concept and the theory of social and cultural activities,he constructs a general path for teacher professional development,that is,teacher professional learning is changing beliefs and increasing expertise,thereby improving their classroom teaching,and ultimately influencing on student learning through improving classroom teaching.Professor Cai believes that the focus of the“problem posing”thematic training to promote the professional development of primary school mathematics teachers is that teachers should design the instrdctional task of problem posing and develop teaching cases,and at the same time,strengthen empirical research.