教师变量对小学生数学学习观影响的多层线性分析

心理发展与教育 ›› 2007, Vol. 23 ›› Issue (2): 93-99.

教师变量对小学生数学学习观影响的多层线性分析

李琼¹, 倪玉菁², 萧宁波²

1. 北京师范大学教师教育研究中心北京100875;
2. 香港中文大学教育心理系香港

出版日期:2007-04-15 发布日期:2007-04-15
作者简介:李琼(1974- ),女,山东潍坊人,北京师范大学教师教育研究中心讲师,博士.E-mail:qiongli@bnu.edu.cn
基金资助:
香港中文大学“教师发展”项目(编号:6900840);北京师范大学青年教师社会科学研究基金资助

Multilevel Analysis of Effects of Teachers’ Variables on Primary School Students’ Conceptions of Mathematical Learning

LI Qiong¹, NI Yu-jing², XIAO Ning-bo²

1. Center of Teacher Education Research, Beijing Normal University 100875;
2. Department of Educational Psychology, the Chinese University of Hong Kong, Hong Kong

Online:2007-04-15 Published:2007-04-15

摘要/Abstract

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,采用问卷法测查了学生对数学学习的看法与态度.多水平分析表明:教师的学科教学知识、课堂学习任务的认知水平、课堂师生对话的权威来源与教师运用学生想法的程度对学生数学学习观具有显著预测作用;教师的学科知识对学生数学学习观的预测未达到显著性水平.

关键词: 小学生, 数学学习观, 教师知识, 课堂教学

Abstract: The study recruited 32 elementary mathematics teachers and 1691 students from the thirty classrooms where the teachers taught. Two 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(HLM) results indicated that teachers' pedagogical content knowledge, the cognitive level of mathematical learning task, and the classroom discourse significantly predicted students' conceptions of mathematical learning;meanwhile, teachers'subject matter knowledge had no significant effect on student achievement of mathematics.

Key words: primary school students, conception of mathematics learning, teacher knowledge, classroom teaching

中图分类号:

G441

李琼, 倪玉菁, 萧宁波. 教师变量对小学生数学学习观影响的多层线性分析[J]. 心理发展与教育, 2007, 23(2): 93-99.

LI Qiong, NI Yu-jing, XIAO Ning-bo. Multilevel Analysis of Effects of Teachers’ Variables on Primary School Students’ Conceptions of Mathematical Learning[J]. Psychological Development and Education, 2007, 23(2): 93-99.

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