CAJ | 학술논문

通过问卷、听课、访谈调查,了解特殊教育学校数学教师知识掌握情况。统计结果表明,特殊教育学校数学教师对知识的掌握程度依次为数学知识、教育学与心理学知识（两者之间没有显著性差异）、其它知识。与普通小学数学教师知识掌握情况进行对比,在数学基础理论、数学思想方法、数学新课程和教学、数学学习认知与心理等方面的知识有显著性差异,知识结构欠合理,深度与广度上存在明显缺失。特殊教育学校数学教师应树立终生教育的理念,顺应特殊教育课程改革的需要,在知识发展的目标、内容、方式、保障机制等方面制定对策,以促进知识的发展。
통과문권、은과、방담조사,료해특수교육학교수학교사지식장악정황。통계결과표명,특수교육학교수학교사대지식적장악정도의차위수학지식、교육학여심이학지식（량자지간몰유현저성차이）、기타지식。여보통소학수학교사지식장악정황진행대비,재수학기출이론、수학사상방법、수학신과정화교학、수학학습인지여심리등방면적지식유현저성차이,지식결구흠합리,심도여엄도상존재명현결실。특수교육학교수학교사응수립종생교육적이념,순응특수교육과정개혁적수요,재지식발전적목표、내용、방식、보장궤제등방면제정대책,이촉진지식적발전。
This article is intended to acquire an understanding of mathematics teachers＇ mastery of knowledge in schools for special education by means of questionnaires,visits to the classroom,and interviews.The results show that the mathematics teachers＇ knowledge decreases by degrees in such fields as mathematics,pedagogy and psychology（no significant difference is shown between the two in the teachers＇ knowledge about them）,and other knowledge.Compared with primary school mathematics teachers,the mathematics teachers from schools for special education show a significant difference by their lack both of a reasonable knowledge structure and of the depth and breadth of their knowledge in such areas as the basic theories on mathematics,mathematical thinking,mathematics curriculum and teaching,and cognition and psychology on mathematics learning.Thus,mathematics teachers from schools for special education should foster the concept of lifelong education,and cater to the needs of the special-education curriculum reform;schools for special education are supposed to seek solutions to the problems involving the target,content,methods,and protection mechanisms of their mathematics teachers＇ knowledge development,so as to promote the development of the knowledge of their mathematics teachers.