TPACK视角下数学师范生的专业能力:层次、内涵与培养路径

发布时间：2018-06-23 07:59

本文选题：TPACK + 数学师范生　；参考：《教育探索》2017年01期

【摘要】：明确和掌握数学专业能力是师范生在现代教育体系下成为未来优秀师资队伍成员的必要前提。从TPACK的视角下,可将数学数字化师范生的专业能力分为F层面、M层面和D层面等三个层次。F层面下的数学师范生专业能力包括沟通交流能力、教学组织能力、教育测评能力和教育科研能力;M层面下的数学师范生专业能力包括数学教学能力、数学思维能力、数学建模能力、数学审美能力和数学拓展能力;D层面下的数学师范生专业能力包括数学数字化的基础能力、智能移动终端教学能力、数学微视频制作能力和数学数字化有效评估能力等。为了促进数学师范生的专业成长,应正确处理好广度与深度的关系,不断提高各层次间的融合度,并把握好层次间的平衡度。
[Abstract]:It is a necessary prerequisite for normal students to become members of excellent teachers in the future under the modern education system. From the perspective of TPACK, the professional ability of mathematics digitized normal students can be divided into three levels: F level (M level) and D level (D level). On the level of educational evaluation ability and educational scientific research ability, mathematics normal students' professional ability includes mathematics teaching ability, mathematical thinking ability, mathematical modeling ability, etc. Mathematics aesthetic ability and mathematics expansion ability include mathematical digitization basic ability, intelligent mobile terminal teaching ability, mathematical micro-video production ability and mathematical digitization effective evaluation ability. In order to promote the professional growth of mathematics normal students, we should correctly handle the relationship between breadth and depth, constantly improve the degree of integration among different levels, and grasp the degree of balance among levels.
【作者单位】：华中师范大学数学与统计学学院;华中师范大学教师教育学院;
【基金】：全国教育科学规划教育部重点课题(DHA150287)
【分类号】：G652;O1-4

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