CAJ | 학술논문

我们通过剖析（职前）教师数学知识的发展脉络和本质特征，发现职前教师的数学知识主要是在学科数学原理知识影响和作用下的教学内容知识，它具有经过职前教师反复实践、精致性加工和深刻理解学科知识和教学法知识才能凝练成的“知识包”特征。试验显示出：职前教师的教学内容知识的良好增长主要涉及理论基础、导师作用和教学实习等三个因素的有机结合。具体做法是：以他们所掌握的学科知识及思想方法为基础，在导师组（包括大学教师和中小学教师在内的三方力量）的有效指导下，开展间断性且历时较长的数学教学实践。
아문통과부석（직전）교사수학지식적발전맥락화본질특정，발현직전교사적수학지식주요시재학과수학원리지식영향화작용하적교학내용지식，타구유경과직전교사반복실천、정치성가공화심각리해학과지식화교학법지식재능응련성적“지식포”특정。시험현시출：직전교사적교학내용지식적량호증장주요섭급이론기출、도사작용화교학실습등삼개인소적유궤결합。구체주법시：이타문소장악적학과지식급사상방법위기출，재도사조（포괄대학교사화중소학교사재내적삼방역량）적유효지도하，개전간단성차력시교장적수학교학실천。
Analysing the development process and substantive characteristics of mathematical knowledge of pre-service teachers, we find that mathematical knowledge of pre-service teachers is mainly pedagogical content knowledge influencing and functioning by the knowledge of mathematical principle disciplines. And it have the characteristics of“Knowledge Package”as a result of concision by the pre-service teachers repeatedly practicing, exquisitely processing, deeply understand subject knowledge and pedagogy knowledge. The experiment show that good growth of pedagogical content knowledge of pre-service teachers is the combination of theoretical foundation, teacher role and teaching practice. The concrete procedure is: based on the subject knowledge and the way of thinking they grasped, under the guidance of tutor group including university teachers and primary and secondary school teachers, to carry out the discontinuous and longer time mathematics teaching practice.