师范生课程与内容的知识之调查研究

Investigation of Knowledge of Curriculum and Content of Pre-Service Teachers

借鉴TELT的做法,在三角内容编排中,从几何的、解析的、横向的视角看三角几个方面的设计问题,考察师范生课程与内容的知识的实然水平,并从数学发生发展的角度分析了其中的原因.师范生不能从整体上把握教材的编写意图,缺乏甄别教材优缺点的眼光和技术;不能看到形式公式的几何背景和知识的形式演变与研究动机之间的内在关联;不能看到教材中蕴含的思想方法和研究视角的变迁,也缺乏相应的导引;师范生在三角横向内容组织的理解水平上,虽可以达到概念水平的理解,但达不到问题解决水平的理解.师范生对教材的理解水平停留在概念和解题水平的原因不是他们的数学功底不扎实,而是他们不清楚知识的发生发展过程,没有有意识地沟通知识间的内在联系.研读教材,发展课程与内容的知识,要有广阔的视野和"兼容并包"的胸怀.

Drawing the practice of TELT, from the angle of arranging the triangular content and the view of plane geometry, analytic geometry and physics, the study examines the real levels of KCC of six pre-service teachers and analyses the reasons from the genesis and development of mathematics. The pre-service teachers can’t fully grasp the intention of textbook and lack the eyes and ways to screening the advantages and disadvantages of textbook. They can’t see the geometric background of the formula and the relation of the evolution of knowledge and research motivation. They can’t see the development of the way of thinking and research perspective and lack of corresponding guidance. Although they can conceptually understand the physical background of trigonometric functions, they solve the problems of trigonometric functions from physical views. The level of the pre-service teachers’ KCC stands lowly, not because they have solid mathematical knowledge, but because they do not know the genesis and development of the knowledge and do not consciously discover the intrinsic link among knowledge. It is necessary for us to have broad perspective to studying teaching materials and develop KCC.