试论中学数学教师继续教育及其课程体系的设计

从分析一个优秀教学教师的现代标准同我国教师现状之间的差距，论述继续教育的必要性和课程设计的指导思想，并提出一份课程体系设计方案．     

MEASURING EFFICACY SOURCES: DEVELOPMENT AND VALIDATION OF THE SOURCES OF TEACHER EFFICACY QUESTIONNAIRE (STEQ) FOR CHINESE TEACHERS

The aim of the current study is to develop and validate an instrument to measure the four sources of teacher efficacy among Chinese primary school teachers. A 26‐item Sources of Teacher Efficacy Questionnaire (STEQ) was proposed with four subscales: mastery experience, vicarious experience, social persuasion, and physiological arousal. The results supported the hypothesized four‐factor structure of the STEQ. Scores from all the four factors of the STEQ had strong significant correlations with the Teachers’ Sense of Efficacy Scale (TSES), which showed the criterion‐related validity of the STEQ. Further, scores of all four sources significantly predicted teacher efficacy scores, among which social persuasion was the strongest predictor. This study contributes to the self‐efficacy literature by providing researchers with an instrument for examining the various facets of teacher efficacy. The findings can inform school principals and teacher educators, enabling them to facilitate a school culture and teaching environment that cultivates a greater sense of teacher efficacy and, in turn, better teaching performance.     

COLLABORATION BY DESIGN: INTEGRATING CORE PEDAGOGICAL CONTENT AND SPECIAL EDUCATION METHODS COURSES IN A PRESERVICE SECONDARY EDUCATION PROGRAM

In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.     

数学课程教育与研究生创新能力培养

通过介绍研究生创新能力培养的意义和我国研究生教育的现象状况,结合研究生数学教育讨论了培养研究生创新能力的有效途径和必要措施,并简要介绍了研究生教育质量保障体系的构建和有效实施问题.     

理解教育政策:现象、问题和价值

如何理解教育政策,这是教育政策研究者常常感到困惑的问题。本文从教育政策现象出发,解析政策现象之中蕴涵的政策问题及其本质,进而以教育的准公共产品属性为认识基础,认为教育政策就是作为公共权威的政府为了解决相互冲突的对教育产品的不同需求,通过对教育中所负载的价值的选择,从而提供的不同类型的解决方案和采取的政府行为。这种理解融合了"自上而下"和"自下而上"看待教育政策的视角,关注了教育政策的多维度、公共性和"价值负载"的性质。     

DEVELOPMENT, VALIDATION, AND USE OF A GREEK-LANGUAGE QUESTIONNAIRE FOR ASSESSING LEARNING ENVIRONMENTS IN GRADE 10 CHEMISTRY CLASSES

This study describes the development and validation of a Greek-language instrument that can be used to assess grade 10 students' perceptions of their chemistry classroom environment as a means of showing differences between chemistry learning environments in Greece (Attica) and Cyprus. The development of the instrument was based on available learning environment questionnaires. The questionnaire was administered to 1,394 students from 49 chemistry classes in Attica, and the resulting data were analyzed to explore the reliability and the validity of the new instrument. The validated questionnaire was administered to 225 students from 15 classes in urban areas of Cyprus. The data analyses supported the questionnaire's internal consistency, discriminant validity, and ability to differentiate between classrooms. Effect sizes and independent samples t test analyses revealed differences between the two samples. Cypriot students viewed their chemistry classroom environment more favorably than did the Attica students. A possible cause for this difference could be the knowledge-centered aspect of the grade 10 chemistry curriculum in Greece compared to the corresponding tool-instrumental knowledge curriculum in Cyprus.     

AGREED SYLLABI AND UN-AGREED VALUES: RELIGIOUS EDUCATION AND MISSED OPPORTUNITIES FOR FOSTERING SOCIAL COHESION

ABSTRACT:  Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill its potential in this regard. The paper examines reasons for this and recommends alternative approaches to content which may help RE rise to the challenges posed above.     

MATHEMATICS IN MIND,BRAIN, AND EDUCATION: A NEO-PIAGETIAN APPROACH

Because of their focus on psychological structures and operations, neo-Piagetian approaches to learning lend themselves to neurological hypotheses. Recent advances in neural imaging and educational technology now make it possible to test some of these claims. Here, we take a neo-Piagetian approach to mathematical learning in order to frame two studies involving the use of electroencephalography and functional magnetic resonance imaging imaging, as well as the use of iOS-based apps designed to elicit particular ways of operating with mathematics. Results could inform theories of mathematical learning and effective educational game design.     

GRAPPLING WITH CLASSROOM MANAGEMENT: THE ORIENTATIONS OF PRESERVICE TEACHERS AND IMPACT OF STUDENT TEACHING

This article describes research conducted to examine 71 preservice teachers' theoretical orientations of classroom management and the impact of student teaching on these orientations as well as their overall views regarding classroom management. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework. Upon completion of student teaching in environments characterized by teacher-centered practices, analyses revealed a shift toward more teacher-centered beliefs and behavior. Conclusions indicate the effects of vicarious and mastery experiences as influential in determining preferred orientations and management techniques cited as relevant within the classroom.     

DESIGN, DEVELOPMENT AND VALIDATION OF A MODEL OF PROBLEM SOLVING FOR EGYPTIAN SCIENCE CLASSES

Educators and policymakers envision the future of education in Egypt as enabling learners to acquire scientific inquiry and problem-solving skills. In this article, we describe the validation of a model for problem solving and the design of instruments for evaluating new teaching methods in Egyptian science classes. The instruments were based on an established model for problem solving and were designed to assess seventh grade students’ problem solving, experimental strategy knowledge, achievement and motivation towards science. The test for assessing students’ knowledge has been developed based on the topic, density and buoyancy which will be taught in seventh grade in a later intervention study. The instruments were partly self-developed and partly adapted from newly performed studies on strategy knowledge and problem solving in Germany. All instruments were translated into Arabic; the translation process and quality control are described. In order to determine the quality of the instruments, 44 students in Egypt completed the questionnaires and tests. The study’s aim to develop and validate the instruments did require an ad hoc and typical sample which was drawn from an accessible population. Accordingly, the characteristics of the sample are described. Data were analysed according to the classical test theory, but to underpin the results, the instruments were additionally analysed using the even stronger Rasch model. The findings demonstrated the reliability of the items and aspects of validity. In addition, this study showed how test items can be successfully developed and adapted in an international study and applied in a different language.     

THINKING SCHOOLS,LEARNING NATION: A VISION FOR MATHEMATICS EDUCATION AT SINGAPORE POLYTECHNIC

Singapore Polytechnic offers a tertiary education to O and A level school-leavers leading to more than 20 full-time and part-time diplomas in business, computing, engineering, maritime studies, multimedia, optometry, and technology. The mathematics and science department at Singapore Polytechnic supports the need for a sound foundation in mathematics by offering modules in engineering mathematics for students of the engineering courses. The mathematics modules range from a one-year to a two-and-a-half-year module depending on students entry abilities and the extent of mathematics knowledge needed in the respective courses. This article describes some of the initiatives taken in conjunction with the national objective of having 60% of the population achieve a tertiary qualification to support the knowledge-based economy. These initiatives include programs designed for the varying abilities of students and the incorporation of appropriate use of information technology to make students learning experiences more varied and interesting. These initiatives have brought faculty to the realization that they too are involved in a process of lifelong learning.     

IMPROVING MATHEMATICS TEACHER EDUCATION IN GERMANY: EMPIRICAL RESULTS FROM A LONGITUDINAL EVALUATION OF INNOVATIVE PROGRAMS

Innovative programs for restructuring the entry phase of mathematics teacher education programs have been implemented at various German universities within the last few years. This article reports about the design and the results of a longitudinal evaluation study of the effectiveness of two of these programs aiming to improve mathematics teacher education by altering the conditions in university teaching (the so-called Teacher Education and Development Study TEDS-Telekom). The development of prospective teachers’ professional knowledge in academic mathematical content knowledge, knowledge in elementary mathematics from an advanced standpoint, and mathematical pedagogical content knowledge from the innovative programs were compared to traditional university programs. The study points out that the innovative programs only partially succeeded in improving the acquisition of professional knowledge for prospective mathematics teachers.     

ONLINE ASYNCHRONOUS COLLABORATION IN MATHEMATICS TEACHER EDUCATION AND THE DEVELOPMENT OF MATHEMATICAL KNOWLEDGE FOR TEACHING

In this article the authors describe their efforts to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors detail the evolution of their model for Online Asynchronous Collaboration (OAC), which is grounded in current research in mathematics teacher education and that takes advantage of the collaborative nature of the Internet and the permanent nature of the online interactions. They believe that OAC is a promising practice in teacher education and will discuss both the rationale for their design decisions and provide examples of teachers' activity within OAC.     

MATHEMATICS AS AN IM/PURE KNOWLEDGE SYSTEM: SYMBIOSIS, (W)HOLISM AND SYNERGY IN MATHEMATICS EDUCATION

The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of mathematics as a body of pure knowledge, which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and logic of certainty whilst developing curriculum, conceiving pedagogies and implementing assessment strategies in school mathematics education and mathematics teacher education programmes. With epistemic referents of dialectical logics and performative imagination, an alternative view of the nature of mathematics as an impure knowledge is discussed with its possible disempowering features, such as essentialism, hegemony and dualisms. Finally, an inclusive view of the nature of mathematics as im/pure knowledge system is articulated with the help of various forms of dialectics.