小学数学教师的学科教学知识：表现特点及其关系的研究

Elementary School Mathematical Teachers’ Pedagogical Content Knowledge: Its Features and Relationship with Subject Matter Knowledge

采用问卷测查法，本研究考察了32名小学数学专家与非专家教师的学科教学知识。结果表明，除了教学设计思想这一维度外，两类教师在理解学生思维、诊断学生错误想法与所采用教学策略方面表现出明显差异。与非专家师相比，专家教师更了解学生的错误想法与难点，所采用的策略倾向于从学生错误概念的本质入手，而非专家教师则直引导学生掌握运算规则。本研究也就教师的的学科教学知识与学科知识的关系进行了考察。

This study using a questionnaire surveys the pedagogical content knowledge of thirty two elementary school mathematical teachers including sixteen expert teachers and sixteen non-expert teachers. The results indicate that the two groups of teachers bear significant differences in understanding students’ thinking， diagnosing students’ misconceptions and the teaching strategies they adopt， except in the dimension of the idea of teaching design. Compared with the non-expert teachers， the expert teachers know better about students’ misconception， while the non-expert teachers usually directly lead the students to master the rules of operation. This study also investigates the relationship between pedagogical content knowledge and subject mater knowledge of the teachers.