近十年国内中学数学教师专业知识现状综述

A Review of the Current Situation of the Professional Knowledge of Middle School Mathematics Teachers in China in Recent Ten Years

教师专业知识对专业发展起着不可忽视的作用,根据教师自身的发展需求与现有的社会环境,我们需要对目前国内的教师专业知识现状进行一定程度的了解,进而为职前教师提出更具有针对性的入职能力需求,同时对职前培养的课程结构调整做出参考性的依据。本研究主要采用文献综述法,以国内的中学数学教师为研究对象,选取来自万方数据平台的近十年内三十余篇中文核心期刊论文与十余篇硕士学位论文,就国内中学数学教师的专业知识结构中各部分知识的现状调查结果进行综述性分析。得出结论:1) 本体性知识总体差异不大,缺乏横向学科知识与发展的眼光;2) 条件性知识缺乏基础知识考核,教学经验的增长会提高理解程度;3) 实践性知识个体之间差异最大,可视化的问题最多,并针对上述现象提出职前教师专业知识培养建议。

Teachers’ professional knowledge plays a considerable role to professional development, according to the teacher’s own development needs with the existing social environment, we need the current domestic status of teachers’ professional knowledge to a certain degree of understanding, and then put forward a more targeted for pre-service teachers induction ability demand, at the same time making reference to pre-service training curriculum structure adjustment. This research mainly adopts the literature review method, takes the domestic middle school mathematics teachers as the research object, selects more than 30 Chinese core journal papers and more than 10 master’s degree papers from the Wanfang data platform in the past ten years, and carries out the summary analysis on the investigation results of the current situation of various parts of the professional knowledge structure of the domestic middle school mathematics teachers. Conclusion: 1) General ontology knowledge difference, lack of lateral subject knowledge and the development of vision;2) Assessment of conditional knowledge lacks basic knowledge, teaching experience of growth will increase the degree of understanding;3) The individual differences between the maximum practical knowledge, visual problems, most pre-service teachers’ professional knowledge are put forward based on the above phenomenon training advice.