数学教育学报2025，Vol.34Issue(2)：55-61,89,8.
课程改革背景下西藏初中数学教师信念与课堂教学实践的关系研究
The Relationship between Tibetan Middle School Mathematics Teachers'Beliefs and Classroom Teaching Practices in the Context of Curriculum Reform
摘要
Abstract
Teachers'beliefs and instructional practices are the key factors affecting the mathematical academic achievements of students in Xizang.Choosing 216 junior high school mathematics teachers in Xizang as the research subjects,this paper investigated the beliefs of junior high school mathematics teachers in Xizang,the current situation of instructional practice and the relationship between the two through questionnaires and unstructured interviews.The results showed that:first,Xizang junior high school mathematics teachers hold a static-oriented mixed beliefs about the nature of mathematics,and constructivist beliefs in mathematics teaching and learning;Secondly,teachers tend to use inquiry-oriented blended teaching methods in their classrooms;Thirdly,there is a significant correlation between teachers'beliefs and instructional practice,and they have a significant predictive effect on each other.The above results further confirm that there is a mutually influential and dynamically reciprocal relationship between teachers'beliefs and instructional practices.In order to deepen the teaching reform of the Xizang mathematics curriculum,there is an urgent need for mathematics teachers to receive professional training that focuses on mathematics teaching practices,in order to guide teachers to reflect on their instructional practice and develop their beliefs.关键词
课程改革/西藏初中数学教师/教师信念/课堂教学实践Key words
curriculum reform/Xizang junior high school math teacher/teacher beliefs/instructional practice分类
社会科学引用本文复制引用
桑比东周,宋乃庆,陈婷..课程改革背景下西藏初中数学教师信念与课堂教学实践的关系研究[J].数学教育学报,2025,34(2):55-61,89,8.基金项目
国家社会科学基金"十四五"规划2022年度教育学一般课题——藏族学生数学学习行为投入测评模型构建及应用研究(BMA220221) （BMA220221）
