摘要
本研究运用密歇根大学研发的MKT测试工具,从一般内容、特殊内容、学生相关、教学相关等角度及四个内容方面对中国2,764名初中教师进行测试,并与美国数据库中的数据进行比较。结果显示:中国教师总体表现优于美国教师,特别是一般内容知识和数与代数方面,但中国教师的教学相关内容知识和统计,特别是关于数据的使用方面却弱于美国教师。
The purpose of this study was to compare U.S. and Chinese urban teachers＇ knowledge from four perspectives and four aspects using the measure Mathematical Knowledge for Teaching （MKT）developed by Michigan University in U.S.. We administrated the adapted Mathematical Knowledge for Teaching measures to 2764 middle school teachers all over China. Psychometric analyses and quantitative study confirmed that Chinese teachers＇ MKT score is higher than the US sample, especially the common content knowledge. But Chinese teach- ers＇ Knowledge of Content and Teaching score is lower than the U.S. teachers.
出处
《比较教育研究》
CSSCI
北大核心
2015年第2期108-112,共5页
International and Comparative Education
基金
美国National Science Foundation支持的国际比较项目"Cross-National Comparison of School and District Supports for High-Quality Mathematics Instruction in the U.S.and China"(项目编号:DRL-1321828)
关键词
中美比较
数学教学知识
MKT
comparison of China and US
mathematical knowledge for teaching
MKT
