在课程资源的支持下,发展预服务教师课程规划能力
Birgit Pepin1,2, Iveta Kohanová1, Magdalini Lada1
1Norwegian University of Science and Technology, Trondheim, Norway.
ZDM : the international journal on mathematics education
|October 3, 2025
概括
预服务数学教师需要的不仅仅是教科书来规划有效的推理和证明课程. 加强支持对于制定全面的课程计划至关重要,以促进学生的数学推理.
科学领域:
- 数学教育教育 数学教育
- 课程开发 课程开发
- 教师专业发展教师专业发展
背景情况:
- 课程规划对预服务和经验丰富的数学教师来说都带来了重大挑战.
- 课程的变化需要调整教学策略,特别是在推理和证明 (R&P) 方面.
- 现有的以改革为导向的教科书和指南往往不足以制定有效的R&P课程计划.
研究的目的:
- 调查前期服务数学教师 (PMT) 关于研发和开发的课程规划能力的发展.
- 确定PMT在课程变化期间需要额外支持的关键领域.
- 为了解PMT如何通过专业学习培养课程专业知识做出贡献.
主要方法:
- 一项由欧盟资助的干预研究,采用学习,设计,改进和实施研发课程计划的代周期.
- 一种案例研究方法,利用干预前后的采访,反思性文本,课程计划代和观察现场笔记.
- 专注于制定专为支持学生推理而设计的八年级课程计划.
主要成果:
- PMT需要的不仅仅是标准的教科书; 额外的支持对于有效的R&P课程规划至关重要.
- 关键的支持领域包括理解数学领域的各种R&P类型,并制定全面的课程计划.
- 综合课程计划必须涉及学习目标,活动,评估,学生的思维,误解和教师的作用.
结论:
- 有效的PMT研发课程规划需要超出现有资源的有针对性的专业发展.
- 将课程设计纳入终身专业学习的框架,提高了PMT的课程专业知识.
- 该研究提供了关于支持教师适应课程变化和培养学生推理能力的见解.
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