教师教育研究2019，Vol.31Issue(5)：16-22,15,8.
幼儿园教师数学教学信念、领域教学知识与教学行为的关系研究
A Study on the Relationship Among Preschool Teachers’ Mathematical Teaching Beliefs, Pedagogical Content Knowledge and Teaching Behaviors
摘要
Abstract
120 preschool teachers from Beijing, Shanghai and Zhejiang have been chosen as research objects.The re－search 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 di－mensions; 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 re－searching suggestions: (1) Pay attention to‘childrenposition’, strengthen the teachers’ PCK training.(2) Pay at－tention 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.关键词
幼儿园教师/数学教学信念/领域教学知识/教学行为Key words
preschool teacher/mathematical teaching belief/pedagogical content knowledge/teaching behavior分类
社会科学引用本文复制引用
黄瑾,张宁..幼儿园教师数学教学信念、领域教学知识与教学行为的关系研究[J].教师教育研究,2019,31(5):16-22,15,8.基金项目
本文为2018年度中国基础教育质量监测协同创新中心重大成果培育性项目"幼儿园教师培训质量与效能评估研究"(项目编号:14100－412125－18005)的研究成果. （项目编号:14100－412125－18005）
