摘要
以文本现象分析以及数据统计为主要的研究手段，对22组中美职前数学教师培养计划中的培养目标和课程设计进行了分析和比较．发现，中美两国职前数学教师的理想知识范围和内容，既具有国际化的共性又各具民族化特色；两国之间的差异有其理论背景也受社会文化的影响；这种比较引导着教师理想知识的国际对话，有利于促进职前数学教师的专业化发展．
Based on the method of text analysis and data statistics, the study examined the official educational aims and curricula of 22 mathematics teacher preparation programs in China and America. The findings from this study suggested that transnational commonalities and national differences exist simultaneously in social expectation for teacher knowledge, the differences had its theoretical basis and they should be affected by the different social cultural. So the comparatives can not only induce the intemational dialogue about the teachers＇ knowledge expectation, but also contribute to the specialization development of the prospective mathematics.
出处
《数学教育学报》
CSSCI
北大核心
2015年第4期13-18,共6页
Journal of Mathematics Education
基金
全国教育科学“十一五”规划项目教育部重点课题——西部农村教师专业可持续发展的PLC模式研究(DGA090195)
关键词
教师教育
职前教师
理想知识
比较
teacher education
prospective mathematics
knowledge expectation
comparative
