数学教育学报2024，Vol.33Issue(2)：64-71,8.
"双减"背景下义务教育阶段数学教师职业认同的实证研究
An Empirical Study on the Professional Identity of Mathematics Teachers in Compulsory Education under the Background of "Double Reduction"
摘要
Abstract
Teacher professional identity is one of the hot topics in teacher education research.Questionnaires and interviews were used to investigate the professional identity of 2,892 mathematics teachers in compulsory education in Yunnan-Guizhou province under the background of the"double reduction"policy.The results show that the overall level of professional identity of mathematics teachers in compulsory education under the background of"double reduction"policy is at a new high;Participation in after-school extended services can significantly improve the vocational sense of belonging and professional identity of mathematics teachers in compulsory education stage.Teachers'professional identity has significant differences in gender,teaching period,academic qualifications and professional titles,but not significant in urban and rural areas and regions.The professional identity of mathematics teachers in compulsory education is not affected by whether they graduated from normal colleges or not.关键词
双减/义务教育/数学教师/教师职业认同/教育实证研究Key words
double reduction/China compulsory education/teacher of mathematics/teacher professional identity/education empirical research分类
社会科学引用本文复制引用
姜文.."双减"背景下义务教育阶段数学教师职业认同的实证研究[J].数学教育学报,2024,33(2):64-71,8.基金项目
2019年度国家社会科学基金项目——德育内容视阈下我国中小学理科课程的百年嬗变研究(19BKS175) （19BKS175）
全国教育科学"十三五"规划课题——面向核心素养的数学问题情境教学测评模型研究(XHA180286) （XHA180286）
