教育理论与实践

积极应对学科知识的挑战是当前中小学教师亟待解决的问题。然而,学科成分在中小学教师职业标准中究竟是什么,尚无定论。研制教师专业标准的重要工作之一就是确定其中的学科成分。中小学教师专业标准中的学科成分也称为中小学教师的学科专业素养,它是以学科知识为载体、以概念理解和问题解决的思想为主线逐渐发展起来的一个体系,包含良好的学科观,对学科发展脉络的清晰认识,对学科核心内容的准确把握,对学科基础知识、基本技能和基本思想、基本活动经验的深刻理解以及良好的学科能力。就高中数学学科而言,教师专业标准中的学科成分不仅表现为对于高中数学核心内容的准确理解和恰当把握,而且包含对于数学发展脉络的清晰认识以及对小学数学、初中数学和大学数学中相关内容的准确认识。提高教师的学科素养,需要分层处理、综合实施。

A positive response to the challenges of the subject knowledge is urgent for present primary and secondary school teachers.However,no conclusion has been reached as to what the subject composition is in the professional standards for primary and secondary teachers.One important work to develop the professional standards for teachers is to determine the subject composition.The subject component,also known as the academic professionalism of primary and secondary teachers,is based on the subject knowledge.It gradually develops into a system with concept understanding and problem solving as the main line,containing a good subject concept,a clear understanding of the subject development,an accurate grasp of the core content of the subject,a profound understanding of the basic knowledge,basic skills and basic ideas,basic activity experience,and a good academic capacity as well.As for the senior high school mathematics,the subject composition in the professional standards for teachers is not only embodied in the accurate understanding and proper grasp of the core content of high school mathematics,but also requires a clear understanding of the development of mathematics,and the accurate understanding of mathematics contents relevant to primary school,junior high school and university.To improve the academic quality of teachers,slicing method and comprehensive implementation are needed.