| 基于学习进阶的幼儿教师数学核心经验模型建构 |
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| 引用本文： | 李艳艳,刘云艳.基于学习进阶的幼儿教师数学核心经验模型建构[J].教育科学,2021,37(1):90-96. |
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| 作者姓名： | 李艳艳 刘云艳 |
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| 作者单位： | 西南大学 教育学部,重庆 400715 |
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| 基金项目： | 教育部人文社会科学研究规划基金项目"普惠背景下学前教育资源失衡的现状与对策研究" |
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| 摘 要： | 幼儿教师数学核心经验主要是指教师在教学实践中形成的数学领域至关重要的概念、能力或技能,对于幼儿的数学学习和教师的数学教学具有至关重要的作用。幼儿教师作为基本的学习者,其专业发展过程符合学习进阶的各项准则,不同职业发展阶段的幼儿教师有着各自不同的进阶轨迹。学习进阶强调学习是一种不断积累和发展的过程,并倡导为不同阶段的学习者设计不同的进阶框架,这为有效推动幼儿教师数学核心经验的发展提供了充分的理论参考。本研究在厘清幼儿教师数学核心经验内涵与结构的基础上,依据学习进阶的主要观点,建构幼儿教师数学核心经验的经验模型,并提出相应的教师培养策略,主要包括加强数学核心经验的学习共同体建设、制订数学核心经验的阶梯式成长方案和完善数学核心经验的质量监测指标。
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| 关 键 词： | 学习进阶 幼儿教师 数学核心经验 模型建构 |
The Model Construction of Mathematical Core Experience of Preschool Teachers Based on Learning Progression |
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| Li Yanyan,Liu Yunyan.The Model Construction of Mathematical Core Experience of Preschool Teachers Based on Learning Progression[J].Education Science,2021,37(1):90-96. |
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| Authors: | Li Yanyan Liu Yunyan |
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| Institution: | (Department of Education,Southwest University,Chongqing 400715,China) |
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| Abstract: | The mathematical core experience of preschool teachers mainly refers to the crucial concepts,abilities,or skills in the field of mathematics formed by teachers in the teaching practice,which plays a vital role in children’s mathematics learning and teachers’mathematics teaching.Preschool teachers as basic learners,their professional development process conforms to the criteria of learning progression,different career development stages of preschool teachers have their different progression track.Learning progression emphasizes that learning is a process of continuous accumulation and development,and advocates the design of different progression frames for learners at different stages,which provides sufficient theoretical reference for effectively promoting the development of preschool teachers’mathematics core experience.Based on clarifying the connotation and structure of preschool teachers mathematical core experience,the study constructs a mathematical core experience model of preschool teachers according to the main viewpoint of learning progression,and puts forward corresponding teacher training strategies,which mainly includes strengthening the construction of learning community of mathematical core experience,making the stepwise growth program of mathematical core experience,and improving the quality monitoring index of the mathematical core experience. |
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| Keywords: | earning progressions preschool teachers mathematical core experience model construction |
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