體驗區

免費試讀請先加入會員並下載瀏覽軟體

詳目顯示
        閱讀
篇名 西藏地区中小学数学教师认识信念的调查研究
並列篇名 A Study on the Epistemological Belief of Mathematics Teachers in Primary and Secondary Schools in Tibet
作者 陈婷(CHEN Ting) 、刘邁(LIU Yi)
中文摘要 本研究选取西藏地区353 名中小学数学教师作为研究对象,通过问卷调查、访谈的方法,采用描述性统计、独立样本t 检验和单因素方差分析等探索西藏中小学数学教师认识信念的现状和背景因素差异。研究发现:西藏中小学数学教师的数学认识信念总体上呈进步倾向,在教师自身认识信念上则存在显著的学校位置差异,并且职称对数学教师的数学认识信念、教龄对数学教师的学生信念、学历对数学教师的数学学习信念和数学教学信念均产生一定影响。
英文摘要 353 Mathematics teachers in primary and secondary schools from Tibet have been chosen as research objects. The research takes advantage of descriptive statistic, independent sample t-test and one-way ANOVA to explore the current situation and differences of epistemological belief of mathematics teachers in Tibetan primary and secondary schools. The study found that the epistemological belief of mathematics teachers in Tibet are generally progressive. However, teachers in different school positions have significant differences in their own epistemological beliefs. And theprofessional title affects mathematics teachers’ epistemological belief about mathematics, teaching age affects mathematics teachers’ epistemological belief about students, educational background affects mathematics teachers’ epistemological belief about Mathematics Learning and epistemological belief about Mathematics pedagogy.
頁次 089-094
關鍵詞 西藏地区 中小学数学教师 认识信念 Tibet mathematics teachers in primary and secondary schools epistemological beliefs CSSCI
卷期 32:2
日期 202003
刊名 教師教育研究
出版單位 北京師範大學、華東師範大學、高等學校師資培訓交流北京中心