摘要
数学师范生的学习投入对其学习成效和成为教师后对中小学生形成的示范等有重要意义.厘清学习投入的影响因素,以在培养过程中有的放矢,有助于提高培养质量、打造高素质数学教师队伍.研究发现:师范生的职业认同感和专业满意度对学习投入的影响均达显著.职业认同感对学习投入的直接效应显著;作为职业认同感影响学习投入的中介变量,专业满意度的中介效应表现为部分中介.基于以上结果,提出了对数学师范生从物质前景的描绘到精神追求的鼓励,注重"知业、敬业、乐业"的培养,着力提升教师教学水平、完善课程体系、优化教学设施等建议.
Preservice teachers’engagement in mathematics learning is of great significance to their academic achievement,and preservice teachers’engagement itself can serve as an example for their school students’engagement in mathematics learning.It would help us to improve teachers’professional development if we can clarify the factors contributing to preservice teachers’engagement in mathematics learning.The survey showed that preservice teachers’professional identity and satisfaction significantly affect their engagement.The direct effect of professional identity on engagement is significant,and professional satisfaction partially mediates engagement.Based on these results,we provide three suggestions for the education of preservice teachers:Encourage preservice teachers not only to pursue a teaching career but also the fulfillment of being a teacher;pay attention to cultivating a desire in them for“knowing the profession,dedication to the profession,and enjoying the profession”;and strive to improve their teaching ability,supplying them with a desirable teacher education curriculum to improve their teaching.
作者
李鹏
LI Peng(School of Mathematics and Big Data,Huizhou University,Guangdong Huizhou 516007,China)
出处
《数学教育学报》
CSSCI
北大核心
2020年第3期86-90,共5页
Journal of Mathematics Education
基金
广东省“十三五”教育科学规划项目——基于TPACK框架的数学师范生教学素养发展策略研究(2017GXJK166)。
关键词
数学师范生
学习投入
职业认同感
结构方程模型
中介
preservice teachers of mathematics
engagement of learning
professional identity
structural equation model
mediating effect
作者简介
李鹏(1980—),男,山东枣庄人,副教授,博士,主要从事数学课程与教学论研究.
