数学教育学报2025，Vol.34Issue(2)：29-36,8.
职前数学教师"问题提出"教学设计改进过程的个案研究
A Case Study of Pre-service Mathematics Teachers'Problem-Posing Instructional Design:A Continuous Improvement Approach
摘要
Abstract
This study took the lesson"The Converse of the Pythagorean Theorem"as an example.Based on improvement science theory,we traced and analyzed the process of a pre-service teacher's instructional design and improvement using problem-posing teaching in the cycle of"design-discussion or practice-reflection-improvement".We explored the challenges,growth,and psychological changes the teacher encountered.The results found that the pre-service teacher's learning experience went through three stages:exploration,optimization,and maturity,with distinct stage characteristics in teaching behaviors and beliefs.Moreover,the cooperative partnership between the instructor and the pr-eservice teacher played a key role in helping the latter overcome teaching challenges and stabilize emotions.关键词
问题提出/教学设计/学习与改进/勾股定理的逆定理Key words
problem posing/teaching design/learning and improvement/converseof the Pythagorean Theorem分类
教育学引用本文复制引用
庞佳,陈算荣,潘丽虹,蔡金法..职前数学教师"问题提出"教学设计改进过程的个案研究[J].数学教育学报,2025,34(2):29-36,8.基金项目
中国高等教育学会2024年度高等教育科学研究规划课题——教育数学视域下基于"问题提出"的大学数学项目式学习和评价研究(24SX0304) （24SX0304）
