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数学教师专业发展的核心成分在于其学科专业发展水平。数学教师学科专业知识发展水平可以区分为直观水平、概念水平和理论水平。其中,直观水平是以事实、关系、方法为主体和以个案为事例的;概念水平是以知识、思维、能力为主体的,而其内容更具有一般意义,但却有比较明显的实际背景;理论水平是以抽象、符号化为其核心的,其典型特征在于没有实际背景。数学教师学科知识专业发展的基本环节是“建立直观→进入概念→形成理论”。
The core component of math teacher’s professional development lies in the level of professional development of majors. The level of professional development of mathematics teachers’ disciplines can be divided into visual level, conceptual level and theoretical level. Among them, the level of intuition is based on facts, relationships and methods, and the case is an example. The conceptual level is based on knowledge, thinking and abilities, while its content is more general but has a more obvious practical background. The theoretical level is based on abstraction and symbolism. Its typical feature is that there is no real background. The basic part of maths teacher’s professional knowledge development is “Intuitive> Entering Concept Forming Theory ”.