【摘要】 本研究选取北京、上海、浙江三地120名幼儿园教师作为研究对象,通过测评、问卷和访谈相结合的方法,采用描述统计、相关分析、回归分析等探索幼儿园教师数学教学信念、领域教学知识和教学行为的现状及三者间的关系。研究发现,幼儿园教师数学教学信念与教学行为总体呈弱相关;教师数学教学信念与领域教学知识在若干维度有一定相关;教师数学领域教学知识与教学行为总体有相关,尤其是"教育支持"维度与数学领域教学知识三维度均相关;幼儿园教师领域教学知识中的"教育对象"知识在其教学信念向教学行为的转换中具有中介作用。最后,研究者从关注"儿童立场",加强教师领域教学知识培训;关注"实践智慧",聚焦教师产出性、策略性知识和能力提升以及关注"内化与生成",建立学习共同体成长机制三方面提出了研究建议。更多还原

【Abstract】 120 preschool teachers from Beijing, Shanghai and Zhejiang have been chosen as research objects. The research takes advantage of descriptive statistic, correlate analysis and regression analysis to investigate the situation of preschool teachers’ mathematical teaching beliefs, pedagogical content knowledge(PCK) and teaching behaviors and the relationship among them. The study found that the teachers’ mathematical teaching beliefs were weakly correlated with the teaching behaviors; the teachers’ mathematical teaching beliefs were correlated with the PCK in several dimensions; the teachers’ mathematical PCK were correlated with the teaching behaviors, especially the ‘Instructional Support’ dimension was correlated with the three dimensions of PCK; WHO dimension of PCK was a mediator effect between the teachers’ teaching beliefs and behaviors. At the end of this study, the researchers put forward three researching suggestions:(1) Pay attention to ‘childrenposition’, strengthen the teachers’ PCK training.(2) Pay attention to ‘practical intelligence’, focus on teacher’s productivity, strategic knowledge and ability improvement.(3) Pay attention to ‘internalization and generation’, establish a learning community growth mechanism.更多还原