智能时代数学教师CT-MPK理论框架研究

Research on CT-MPK Theoretical Framework for Mathematics Teachers in the Intelligent Era

智能技术重塑了教育演进变革样态,教师知识结构亟待更新。为此,文章首先以整合技术的学科教学知识为教师知识结构的核心,以数学教师为研究对象,梳理了智能时代教师知识结构跃迁的脉络,初步廓清了智能时代数学教师知识结构的发展需求。随后,文章引入计算思维知识,构建了智能时代数学教师融入计算思维的数学教学知识(Computer Thinking-Mathematics Pedagogical Knowledge,CT-MPK)理论框架。最后,文章以MPK的社会化为基础,提出CT-MPK理论框架的实践路径,包括多途径融入计算思维实现CT-MK外显化、提供浸润式学习情境引导问题解决实现CT-PK整合化、跨学科知识优化教学实现CT-MPK内在化。CT-MPK理论框架的构建及其实践路径的提出,既有助于更新与扩展数学教师的知识结构,也可为指导数学教师的教学实践提供参考,有助于数学教师更好地适应智能时代的教育变革,推动教育的高质量发展。

Intelligent technology has reshaped the evolution change pattern of education,and teachers’knowledge structure needs to be updated urgently.Therefore,taking the subject teaching knowledge of integrated technology as the core of teachers’knowledge structure,and regarding mathematics teachers as the research objects,this paper firstly sorted out the context of teachers’knowledge structure transition in the intelligent era,and preliminarily clarified the development needs of mathematics teachers’knowledge structure in the intelligent era.Subsequently,introducing computational thinking knowledge,this paper constructed the computer thinking-mathematics pedagogical knowledge(CT-MPK)theoretical framework for mathematics teachers in the intelligent era.Finally,based on the socialization of MPK,the practical paths for the CT-MPK theoretical framework were proposed in this paper,which included the realization of CT-MK externalization by integrating computational thinking in multiple ways,the integration of CT-PK by providing immersive learning context to guide problem solving,and the internalization of CT-MPK by optimizing teaching through interdisciplinary knowledge.The construction of the CT-MPK theoretical framework and the proposal of its practical paths not only helped to update and expand mathematics teachers’knowledge structure,but also provided reference for guiding their teaching practice,which was conductive to mathematics teachers’better adaption to the educational changes in the intelligent era and the promotion of high-quality development of education.