HPM案例驱动下的小学数学教师专业发展——以“角的初步认识”为例

发布时间：2018-03-05 18:04

  本文选题：HPM案例　切入点：教学设计　出处：《基础教育》2017年02期 　论文类型：期刊论文

【摘要】：通过对个案教师"角的初步认识"这一HPM案例开发过程中多个版本教学设计中教学目标、教学过程、数学史的使用与案例形成过程中访谈的质性分析发现,HPM案例开发不仅对个案教师的目标定位、内容设计、史料使用等产生了一系列积极的影响,而且对个案教师与课例相关的MKT各个维度的知识、数学观与数学史的使用观念等的转变也产生了积极的作用,但对需要时间积累的SCK、KCC的影响不大。这要求小学数学教师一方面要将HPM案例开发常态化,另一方面教师自身也需要做好知识储备,提升教育取向的数学史研究能力和将数学史与教学内容契合的能力。
[Abstract]:Through the case teacher's "angle's preliminary understanding", this HPM case development process in the multi-version teaching design teaching goal, the teaching process, The qualitative analysis of the use of mathematical history and the process of case formation shows that the development of HPM cases not only has a series of positive effects on the target orientation, content design and historical data use of case teachers, but also on the development of HPM cases. Moreover, the change of the knowledge of each dimension of MKT, the view of mathematics and the concept of the use of history of mathematics, which is related to the case study, also has a positive effect on the case teacher's knowledge of each dimension of MKT. However, it has little effect on SCKCs which need time to accumulate. This requires primary school mathematics teachers to normalize the development of HPM cases on the one hand, and teachers themselves to make a good knowledge reserve on the other. Improve the educational orientation of the history of mathematics research and the ability to match the history of mathematics and teaching content.
【作者单位】： 华东师范大学数学系;华东师范大学教师教育学院;
【基金】：上海市教育科学研究重大项目“中小学数学教学书的有效设计”子课题“中小学数学教科书中数学文化素材的案例设计”(项目号:D1508)
【分类号】：G623.5
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本文编号：1571311