CAJ | 학술논문

关于幼儿园教师数学学科教学知识的发展变化的研究有助于提高职前教育和职后培训的针对性和实效性。本研究通过对80名幼儿园教师的问卷调查发现,不同教龄的教师在各维度的知识掌握多停留在一般性知识,并且只在儿童相关的学科内容知识、教学法知识两个维度上存在显著差异。5年以上教龄的教师的表现显著优于5年以内的教师,并在儿童相关的学科内容知识、儿童发展知识两个维度与教学法知识存在显著相关。这一研究结果表明,幼儿园教师对各维度知识的整合不够,并且不能够在实践中自发地进行反思和总结,从而实现实践性知识的积累。建议加强与数学学科、活动主题和儿童相关联的特殊知识方面的教学与培训,并重视引导和支持教师对实践的反思。
관우유인완교사수학학과교학지식적발전변화적연구유조우제고직전교육화직후배훈적침대성화실효성。본연구통과대80명유인완교사적문권조사발현,불동교령적교사재각유도적지식장악다정류재일반성지식,병차지재인동상관적학과내용지식、교학법지식량개유도상존재현저차이。5년이상교령적교사적표현현저우우5년이내적교사,병재인동상관적학과내용지식、인동발전지식량개유도여교학법지식존재현저상관。저일연구결과표명,유인완교사대각유도지식적정합불구,병차불능구재실천중자발지진행반사화총결,종이실현실천성지식적적루。건의가강여수학학과、활동주제화인동상관련적특수지식방면적교학여배훈,병중시인도화지지교사대실천적반사。
The knowledge about the development of teachers＇ pedagogical content knowledge is fundamental to improve the effects of pre-serviee and in-service teacher education and training. The study investigated the mathematical pedagogical content knowledge of 80 kindergarten teachers using video-based questionnaire. And it found that kindergarten teachers only mastered general knowledge about subject, child and pedagogy, and showed significant difference in the aspects of child-re- lated content knowledge and pedagogical knowledge; teachers with more than five years of teaching had better MPCK than those within five years, and their child-related content knowledge and subject-related child knowledge were significantly correlated with pedagogical knowledge. These findings implicated that kindergarten teachers lack integration between different domains of knowledge, and highly emphasized teaching, but neglected children＇ s learning; and teachers could not spontaneously reflect and integrate experience obtaining during their teaching practice into MPCK. The implications for pre-service education and in-service training were discussed.