基于“初等数学研究”课程教学促进职前教师MKT发展

该文经过论证认为,教学知识的掌握与运用水平对师范生入职后的教学能力有重要的影响。"初等数学研究"课程在发展学生的教学需要的数学知识方面理应起到重要的作用。在"初等数学研究"课程教学中通过(1)重视绪论的教学,提升学生学习的自觉性、主动性;(2)开展专题研究性学习;(3)以问题解决为核心组织教学;(4)开展主题模块式学习以促进职前教师MKT发展。     

面向数学教育改革的职前小学数学教师培养的试验研究——小学数学教学论课程中问题提出的实施为例

课程改革的目标是教师能把新课标理念准确地渗透到数学教学中,这同时也是职前教师培训的目标.小学数学教学论的教学应该将小学数学教学所涉及的基本原理展现给职前教师.小组合作学习方式和多元评价方式应贯穿于小学数学教学中.     

AHA Moments of Science and Mathematics Pre-service Teachers

This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process.     

Using Research-Based Video-cases to Help Pre-service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations were collected as data on which the following assertions were based. Pre-service teachers' responses to the 5 videos were more concerned with pedagogical content knowledge than mathematical content and students' learning. They refocused and deepened their awareness of students' learning and questioning skills through discussing the videos. The video-cases improved their construction of pedagogical representation and their ability to identify a problematic situation with multiple perspectives. These effects appeared to be influenced by the scaffold of three factors: vicarious experience to complement personal experience, watching and discussing video-cases enriched by the developers, and journal writing to foster deeper reflections.     

Strategies of Number Sense in Pre-service Secondary Mathematics Teachers

This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students’ use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys & Reys, International Journal of Science and Mathematics Education, 7, 383–403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.     

职前幼儿教师教育信息化态度研究

幼儿教师教育信息化是学前教育信息化的重要内容,因为幼儿教师在学前教育信息化进程中起着关键作用,其态度将影响学前教育信息化的进程。职前幼儿教师作为后备军亦是如此。本研究以武汉市两所培养院校的学前专业学生作为调查对象,通过问卷调查形式了解职前幼儿教师教育信息化态度现状,运用SPSS17.0软件探讨不同变量对于职前幼儿教师教育信息化态度差异分析,并根据结论提出改善职前幼儿教师教育信息化态度的对策与建议。1)缩小城乡职前幼儿教师教育信息化差距;2)学前专业院校"量身定做"与专业相关的信息技术课程;3)保障信息化教学环境,优化信息资源建设;4)建立与学前教育机构合作的实习场,增加信息技术实践机会。     

Teachers’ Attitudes Towards Children Who Use AAC in Italian Primary Schools

ABSTRACT

Early Augmentative and Alternative Communication (AAC) interventions in school environments aim to support the development of the communication skills of children with complex communication needs. Goals of this study were to analyse the teachers’ attitudes towards children using AAC in primary schools in Italy and their perceptions of the barriers and the benefits of using AAC. Two groups of teachers, those with and without AAC experience, responded to an online survey. The five scales of the Teacher Attitude Scale (TAS) questionnaire and two open-ended questions were used to compare the attitudes and the perceptions between the groups of teachers. Results showed that there was a significant difference among the two groups for two of the five scales of the TAS questionnaire. Both groups reported similar barriers and benefits and indicated the use of AAC as being the main barrier. In conclusion, having experience with children who use AAC in class impacts the teachers’ perceptions of their own abilities and the teachers’ perceptions of the abilities of the children.     

理工科及师范物理的高等数学教改探索

从力学对高等数学知识的具体需求与进度要求的研究出发，以高等数学的认知结构研究为途径。以保证质量、消除高等数学教材和力学教材的进度差异为目标，采取边教改边总结的实践探索模式，形成了一个较理想的综合教改方案。     

我国数学教师职前教育研究综述

在数学教师职前教育的研究文献中,研究者进行了大量深入而细致的研究,在理论和实践、模式及内容上都取得了丰硕的成果.主要集中在以下几个方面:高师数学教育现状;培养目标;高师数学教育改革的理论建构;高师数学教育改革的实践.追溯教师专业化水平不高在对双专业理解水平偏低方面的渊源,奠定教师专业化形成与发展中对双专业深刻理解的基础,我们应在数学教师教育改革中为之做出不懈的努力.     

Researching the Attitudes Towards Mathematics in Basic Education

The objective of this study was to check attitudes towards mathematics and to analyse if there are differences in attitudes that could be attributed to the type of school, gender, grade, age, the frequency in which mathematical problems were understood, the amount of days dedicated to the study of mathematics, school failure, whether help on the completion of homework was offered and to the self-perception of mathematical performance. A total of 209 students of the 3rd and 4th Grades of basic education in the private school system in Campinas, Sao Paulo, Brazil, were surveyed. They responded to an attitude towards mathematics scale and to a questionnaire for their characterisation, during school hours and in the absence of their mathematics teacher. The average figure on the attitudes scale was 52.718, with a standard deviation of 11.837. Significant statistical differences were found (alpha = 0.05) in the attitudes according to the type of school, the frequency in which the subjects understood the mathematical problems solved in the classroom, grade, age and to the self-perception of mathematical performance.     

幼儿园教师教学技能职前培养路径探索

教学技能是幼儿园教师专业能力的核心.幼儿园教师的教学技能是指在教育学、心理学和学科(领域)教育理论等的指导下,以专业知识与相关职业技能为基础,通过运用某种知识和规则顺利完成某种教学任务的能力,包括教学设计、教学组织、教学反思等三方面.幼儿园教师教学技能的职前培养很有必要.通过有效路径进行教学技能的职前培养,有助于教师的专业成长和幼儿园教育质量的提升.     

职前后中学数学教师学科知识的比较研究

学科知识并不是成功教学所需要知识的全部,但它是教学的必要条件,对教学起着重要的影响作用.职前后教师的学科知识水甲之间存在显著的差异,职后教师的学科知识水平明显高于职前教师.而且就函数知识而言,职前后教师的学科知识结构呈现出了以下不同特征:(1)职前教师函数知识的概念表征、图形性质、复合函数和反函数各成份之间存在显著的相关性,并且可以通过概念表征、图形性质的知识预测他们关于复合函数和反函数的知识;(2)对于职后教师而言,只有概念表征、复合函数和反函数之间具有显著的相关性,但可以通过概念表征的知识来预测他们关于复合函数和反函数的知识.     

幼儿园教师教学技能职前培养路径探索

教学技能是幼儿园教师专业能力的核心。幼儿园教师的教学技能是指在教育学、心理学和学科(领域)教育理论等的指导下,以专业知识与相关职业技能为基础,通过运用某种知识和规则顺利完成某种教学任务的能力,包括教学设计、教学组织、教学反思等三方面。幼儿园教师教学技能的职前培养很有必要。通过有效路径进行教学技能的职前培养,有助于教师的专业成长和幼儿园教育质量的提升。     

The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers?? geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n?=?25) and education students enrolled in the traditional, classroom-based course (n?=?37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.     

小学数学教师教学困难的调查研究

教学困难导致低效教学行为,阻碍教师专业成长。研究教师教学困难可以为完善师资培训、教学研究及教师教育体系提供咨询与指导,其目的是促进教师的专业发展与教学效能的提高。因此,在进行新一轮基础教育课程改革实验中,探讨教师教学困难的特征。表现形式、影响因素,分析不同个性教师的教学行为,对课程改革实验的健康推进更具有现实意义。     

Attitudes of Teachers Towards Inclusive Education in Finland

ABSTRACT

Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers’ attitudes towards inclusion by using a large national sample and Teachers’ Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-school teachers participated in the e-mail survey. They included 824 classroom teachers, 575 subject teachers and 365 special-education teachers. The classroom teachers scored below and the subject teachers significantly below, the neutral midpoint of the scale. The special-education teachers’ mean scores were above the midpoint. About 20% of teachers were strong opponents of inclusion, and 8% were strong advocates. The attitudes towards inclusion had only weak associations with variables other than the teacher category. Teachers’ work orientation and self-efficacy had low associations with their attitudes towards inclusion. The results illustrate the attitudinal climate of teachers towards inclusion and indicate the existing potential for policy change.     

小学数学教师教学困难的调查研究

教学困难导致低效教学行为，阻碍教师专业成长。研究教师教学困难可以为完善师资培训、教学研究及教师教育体系提供咨询与指导，其目的是促进教师的专业发展与教学交通的提高。因此，在进行新一轮基础教育课程改革实验中，探讨教师教学困难的特征、表现形式、影响因素，分析不同个性教师的教学行为，对课程改革实验的健康推进更具现实意义。     

Beliefs and Attitudes of Primary School Teachers in Mumbai,India Towards Children Who Stutter

Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child’s environment influenced stuttering and that children who stuttered had the potential to overcome the condition. They did not agree that children who stuttered were quiet and shy. Two global themes emerged from the interviews. These were teachers’ philosophies about stuttering, and their perceived roles in supporting children who stutter. All teachers reported limited experience of children who stutter, but their responses indicated a desire to do their best to support such children in the classroom. Stuttering was, however, considered to be less important to teachers’ working lives than dyslexia.     

教育类课程对职前数学教师作用欠佳的归因调查

教育类课程对职前数学教师教学知识的发展作用欠佳的原因是多方面的,既有教育类课程内容方面的原因,也有职前数学教师自身的原因,此外教授职前教育课程的教师的专业能力、教学方法也是不可忽视的原因.