夏依达·阿布都拉

摘 要 领域教学知识（PCK）是反映教师专业性的关键。在领域教学知识的三部分中起决定作用的是教育内容的知识，即核心经验。本研究以幼儿教师开展的数学教育活动为线索，以数学理解理论为理论支撑，探究了幼儿教师数学核心经验理解发展历程所表现出的的横向特征。可以概括为同质性和差异性并存、系统性和零散性并存、动态性和滞缓性并存。专业阅读、教育实践、园本教研、教育反思等因素影响了幼儿教师数学核心经验理解水平的深化和发展。这为探讨幼儿教师数学核心经验理解发展的有效途径奠定了基础。

关键词 幼儿教师 数学核心经验 理解

中图分类号：G615                                 文献标识码：A  DOI：10.16400/j.cnki.kjdk.2021.12.018

Abstract Domain teaching knowledge （PCK） is the key to reflect the professionalism of teachers. In the three parts of domain teaching knowledge， the knowledge of educational content， namely core experience， plays a decisive role. Based on the mathematical education activities carried out by preschool teachers and the theory of mathematical understanding， this study explores the horizontal characteristics of the development process of preschool teachers' understanding of mathematical core experience. It can be summarized as the coexistence of homogeneity and difference， systematic and scattered， dynamic and sluggish. Professional reading， educational practice， kindergarten based teaching and research， educational reflection and other factors affect the deepening and development of preschool teachers' understanding of the core experience of mathematics. This lays a foundation for exploring the effective ways to understand and develop preschool teachers' core experience of mathematics.

Keywords preschool teachers; mathematics core experience; understanding

領域教学知识（PCK）是反映教师专业性的关键。在领域教学知识的三部分中起决定作用的是教育内容的知识，即核心经验。[1]教师核心经验理解越深刻，就会越灵活地从不同的角度解释活动中隐藏的概念。基于对数学核心经验的相关研究综述，结合本次研究需要，本研究从教师的角度出发，将“数学核心经验”界定为幼儿教师需要理解的幼儿园数学领域的教学内容知识。根据数学理解理论，研究者把幼儿教师数学核心经验理解发展过程进行了纵向划分，即记忆性理解阶段、解释性理解阶段、探究性理解阶段。这三个阶段不仅是教师数学核心经验理解的三种水平，也是教师必然经历的三个阶段。每个发展阶段都具有不同的表现。……