天津市教科院学报2025，Vol.37Issue(1)：15-24,10.DOI:10.3969/j.issn.1671-2277.2025.01.002
教师如何持有其教学观?
How do Teachers Hold Their Conceptions of Teaching?
摘要
Abstract
Teacher's conception of teaching means teacher's implicit cognition and views on teaching,which can significantly impact their teaching behavior in the classroom.However,there often exist apparent inconsistencies between teacher's conception and teaching practice.One way to understand this inconsistency is to assume that the inconsistency exists only in the researcher's perspective and not in the teacher's mind.This perspective calls for further analysis of the teach-er's conception.To understand teacher's conception on a deeper level,the reflective model of conceptions as an analytical framework and a case study approach was utilized to provide an in-depth portrayal of the change of the ways teaching conceptions were held in a one-year teacher education program.It was found that the teacher used more examples to support the importance of cultivating students'interest,he consistently believed that the context should be explained,and he connected encouraging students'inquiry with other beliefs more.Teachers'reflective teaching conceptions can be described,understood,and developed along four dimensions:exemplification,justification,connection,and consistency.These findings can inform professional development ini-tiatives aimed at challenging teachers'conceptions and improving the quality of teaching in math-ematics and other subjects.关键词
数学教师/教学观/持有方式/观念发展Key words
mathematics teachers/conceptions of teaching/the way conceptions were held/the development of conceptions分类
社会科学引用本文复制引用
孙丹丹,张侨平..教师如何持有其教学观?[J].天津市教科院学报,2025,37(1):15-24,10.基金项目
香港研究资助局杰出青年学者计划研究项目"塑造学生数学学习的生活空间"(ECS28609121). （ECS28609121）
