CAJ | 학술논문

新课程实施中,教师＂表述的信念＂与教学行为之间的反差值得关注。笔者采取质的研究方法,根据访谈资料,从＂本土概念＂和＂关注的焦点教学因素＂切入,检视和反思了教师教学行为背后＂隐含的信念＂。笔者认为,部分教师实际上秉承着传统的＂知识传授为本＂取向的教学信念,其教学信念须走向＂知识传授与数学思维发展相融合＂的取向。应设置丰富的、多维的课程,并依托能激发教师的怀疑和批判精神的问题情境展开讨论,以期教师的教学信念发生正向变化。
신과정실시중,교사＂표술적신념＂여교학행위지간적반차치득관주。필자채취질적연구방법,근거방담자료,종＂본토개념＂화＂관주적초점교학인소＂절입,검시화반사료교사교학행위배후＂은함적신념＂。필자인위,부분교사실제상병승착전통적＂지식전수위본＂취향적교학신념,기교학신념수주향＂지식전수여수학사유발전상융합＂적취향。응설치봉부적、다유적과정,병의탁능격발교사적부의화비판정신적문제정경전개토론,이기교사적교학신념발생정향변화。
In the new curriculum implementation,the contrast between teachers＇ belief-statement and teaching behavior should be taken into consideration.This paper makes examination and reflection on the hidden belief of the teachers behind their belief based on the their native concept and teaching factors they care according to various questionnaires. Some teachers really stick to traditional teaching beliefs with the orientation of knowledge transmissioa It is suggested that they should integrate the knowledge transmission with the development of mathematics thinking,by setting up abundant and multidimensional curriculums,and make discusses relying on the issue context that can inspire teachers＇ spirit of doubt and criticism so as to make change of teachers＇ belief.