数学教育学报2025，Vol.34Issue(2)：37-43,7.
"问题提出"培训对教师专业发展的影响研究
The Impact of Problem-Posing Training on Teachers'Professional Development
摘要
Abstract
This study explores the impact of a problem-posing teacher training program on the professional development of primary and secondary school mathematics teachers.Based on the Problem-Based Teacher Training(PBT)program,the study analyzes the specific effects on teachers'pedagogical research outcomes and teaching strategies.The results indicate that systematic problem-posing training contributes to teachers'professional growth,and the number of times teachers participate in the training is closely related to the improvement of their teaching research results and teaching strategies,The overall trend shows that as the number of training sessions increases,teachers'research achievements and instructional strategies are continuously optimized,leading to a gradual enhancement of their professional competencies.However,there is also a phenomenon of training effect"falling back"in the middle of the training period,which shows a non-linear characteristic.关键词
问题提出/教师专业发展/教师培训/教学策略/教学研究成果Key words
problem posing/teacher professional development/teacher training/teaching strategies/teacher research achievement分类
社会科学引用本文复制引用
苏明宇,莫延安,刘启蒙,蔡金法.."问题提出"培训对教师专业发展的影响研究[J].数学教育学报,2025,34(2):37-43,7.基金项目
国家留学基金——2023年国家建设高水平大学公派研究生项目(留金选[2023]49号)(202306040156) （留金选[2023]49号）
中国教育学会2024年度教育科研规划课题——体现和落实核心素养的小学数学"问题提出"课堂教学实践研究(202421787506B) （202421787506B）
