教師掌握幼兒數(shù)學(xué)領(lǐng)域核心經(jīng)驗(yàn)的現(xiàn)狀與促進(jìn)策略

摘要： 數(shù)學(xué)核心經(jīng)驗(yàn)是幼兒進(jìn)行數(shù)學(xué)學(xué)習(xí)所需的基礎(chǔ)性關(guān)鍵概念和能力,教師對(duì)這些核心經(jīng)驗(yàn)的認(rèn)識(shí)與掌握程度決定了教師支持幼兒數(shù)學(xué)思維和能力發(fā)展的質(zhì)量。對(duì)當(dāng)前我國(guó)幼兒園教師掌握數(shù)學(xué)領(lǐng)域核心經(jīng)驗(yàn)的現(xiàn)狀進(jìn)行調(diào)查可知教師的掌握水平較低,受幼兒園性質(zhì)、教師教齡、年齡、學(xué)歷、職稱等因素的影響較大,應(yīng)從改善教師工作環(huán)境、強(qiáng)化教師培訓(xùn)、建構(gòu)教師專業(yè)發(fā)展長(zhǎng)效機(jī)制等方面入手,提升教師對(duì)數(shù)學(xué)領(lǐng)域核心經(jīng)驗(yàn)的掌握水平。
The core experience of mathematics is the basic and key mathematical concept and ability for children to learn mathematics. It has the characteristics of basic,systematic,appropriate and prospective.The teachers' grasp of the core experience in the field of children 's mathematics plays a key role in supporting the development of children's mathematical thinking and learning ability,and has an important impact on the development of children's intelligence. The mastery of teachers to the early childhood mathematics core experience is low. The kindergarten should improve the teachers 'work environment,strengthen the teacher training and construction of teachers' professional development mechanism to ascend the master level of teachers in early childhood mathematics.