Teacher knowledge as fundamental to effective teaching practice
Teacher knowledge as fundamental to effective teaching practice
复制标题
教师知识是有效教学实践的基础
DOI：
10.1007/s10857-012-9217-0
复制
发表时间：
2012
影响因子：
2.1
通讯作者：
Margaret Walshaw
中科院分区：
文献类型：
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作者：
Margaret Walshaw
数学教学，以及“无效”教学对学生学习的影响，长期以来一直是许多国家政策讨论的话题。鉴于数学在塑造个人如何处理私人，社会和公民生活的各个领域中发挥着核心作用，数学学生的成果传统上一直是管理者和政策制定者的关键凝聚点。与国际基准相比，数学教学有助于贫困学生取得成绩，这一担忧最近给一些西方国家的教育系统带来了巨大的政治压力。利益相关者倾向于指责州和国家一级的现任政府没有做足够的工作来展示良好的或具有国际可比性的学生表现。目前的辩论至少在一个重要方面与之前的辩论相似：年轻人不能把数学做得足够好，部分原因是教师没有做好他们的工作。辩论的内容促使各国政府以调查、新举措和新政策做出回应，旨在提高英国数学标准的综合战略就是一个很好的例子。在我自己的国家新西兰，目前的对策包括一系列建议，包括更多的公私伙伴关系、增加班级规模和教师的工资与能力相称。如果这些建议得以实施，无可避免地会有一些人获胜，而另一些人则不会。有效的教学不一定是新政策的结果。有效教学的核心是教师个人为满足教学的认知需求而提供的知识和技能。教师在课堂上所做的事情在很大程度上取决于他们对数学的了解和信仰，以及他们对数学教学和学习的理解（Anthony和Walshaw 2007）。成功的教师是那些既有帮助学生理解数学的意图又有帮助学生理解数学的效果的教师（Jaworski 2004）。一个教师如果只想培养学生的理解力，并不一定能达到预期的效果。但有一点很清楚，
Mathematics teaching, and the ways in which ‘ineffective’ teaching impacts on students’ learning, has long been the topic of discussion around many a national policy table. Given that mathematics plays a central role in shaping how individuals deal with various spheres of private, social, and civil life, mathematics student outcomes have traditionally been a key rallying point for administrators and policy makers. Concerns that mathematics teaching contributes to poor students’ achievements, relative to international benchmarks, have recently put huge political pressure on education systems in a number of Western nations. Stakeholders tend to blame sitting governments at both state and national levels for not doing enough to demonstrate good or internationally comparable student performance. The current debate resembles the debates that preceded it in at least one important respect: that young people cannot do mathematics sufficiently well because, in part, teachers are not doing their job sufficiently well. The terms of the debate have prompted governments to respond with inquiries, with new initiatives, and with new policy, and the comprehensive strategy designed to boost mathematics standards in the UK is a case in point. In my own country, New Zealand, the current response consists of a suite of proposals including more public–private partnerships, increased class size, and teachers’ salaries commensurate with competence. If the proposals are implemented, inevitably, there will be some who stand to win and some who do not. Effective teaching is not necessarily a consequence of new policy. Lying at the heart of effective teaching are the knowledge and skill that an individual teacher brings to the cognitive demands of teaching. What teachers do in classrooms is very much dependent on what they know and believe about mathematics and on what they understand about the teaching and learning of mathematics (Anthony and Walshaw 2007). Successful teachers are those with both the intention and the effect to assist students to make sense of mathematics (Jaworski 2004). A teacher with merely the intention of developing student understanding will not necessarily produce the desired effect. What is clear, however, is