作　　者： ; ;

机构地区： 北京师范大学教育学部教师教育研究所

出　　处： 《教师教育研究》 2006年第3期74-80,共7页

摘　　要： 32名小学数学教师与这些教师所教班级的1691名学生参与了本研究。两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像,并按照学习任务的认知水平与课堂对话的特点进行了编码,同时测查了学生的期末数学学习成绩。多水平分析结果表明:教师的学科教学知识、课堂学习任务的认知水平、课堂对话中教师提问问题的类型与对话的权威来源对学生的数学成绩具有显著的预测作用;而教师的学科知识对学生数学成绩的影响未达到显著性水平。 The study recruited 32 elementary mathematics teachers and 1691 students from the thirty classrooms where the teachers taught. Three measures were used to assess the teachers＇subject matter knowledge and pedagogical content knowledge of elementary mathematics. Fifty - five sessions of classroom instruction were videotaped and then were coded in terms of cognitive demands of learning tasks the teachers used and the ways they led classroom discourse. Student mathematical term examination score was measured as learning outcome. Hierarchical Linear Model results indicated that teachers＇pedagogical content knowledge, the cognitive level of mathematical learning task, and the classroom discourse significantly predicted student achievement; meanwhile, teachers＇subject matter knowledge had no significant effect on student achievement of mathematics.

关 键 词： 小学生 数学学习 课堂教学 学习成绩 多水平分析 教师变量

领　　域： [文化科学]