【摘要】 研究教师生涯发展阶段的特征及需求十分重要。本研究以教学能力为视角,通过专家测评的方式调查了高中数学教师在教师生涯各阶段的实际发展状况,结果发现:高中数学教师教学能力在教师生涯各阶段水平呈阶段性增长,大致分为三个阶段,并将在教龄11年至15年时达到顶峰期;"七年之痒"与"中年危机"是教师生涯发展的两个易停滞时期;高中数学教师教学能力各维度的发展历程及特点存在差异,教学监控能力发展难度大、发展相对滞后,教学设计能力发展空间大、续存期较为持久。通过对以上结果的分析得出结论,并提出相应的教师发展建议。更多还原

【Abstract】 It is very important to study the characteristics and needs of teachers at different developmental stages. This study,which was conducted from the perspective of teaching competences,investigated the real situation of high school mathematics teachers’ developmental stages via expert evaluations. We took the perspective of the "teaching activities process"and divided teaching competence into three dimensions,teaching design competence,teaching implementation competence and teaching monitoring competence. The findings revealed the following: the teaching competence of high school mathematics teachers exhibited periodic growth in their career. There were approximately three stages,and a teacher’s teaching competence reached its peak at 11-15 years of teaching experience; The"seven-year itch"and"the midlife crisis"were two stages at which it was easy to stagnate in terms of development; Each dimension of high school mathematics teachers ’teaching competences had a different developmental history and different characteristics. The development of monitoring competence in teaching was quite difficult and slow. Furthermore,the developmental space of teaching design competence was broad,and the adaptation period was long. By analyzing the results and drawing conclusions,this study presented relevant developmental suggestions.更多还原