少数民族地区中学数学教师学科素养现状分析及提升对策

Analysis on Current Situation and Promotion Countermeasures of Subject Literacy of Middle School Mathematics Teachers in Minority Areas

摘要: 在教育改革深入推进与少数民族地区教育质量提升需求日益迫切的背景下，教师学科素养成为制约该地区教育发展的关键因素。本研究基于PCK理论、教师专业发展阶段理论及文化适应理论，采用问卷调查与访谈相结合的方法，研究少数民族地区中学数学教师学科素养。发现其存在数学文化底蕴薄弱、核心素养认知不全、教学技能待提升、学科观念滞后等问题。针对上述问题，从教育行政部门、学校、教师三个层面提出对策：教育行政部门构建“资源–制度–培训”三位一体支持体系，学校搭建“实践–协作–文化”融合成长平台，教师通过“学习–实践–反思”实现自我提升，以期为少数民族地区中学数学教师学科素养提升及教育质量改善提供理论参考与实践指导。

Abstract: Against the background of the in-depth advancement of education reform and the increasingly urgent demand for improving the quality of education in minority areas, teachers’ subject literacy has become a key factor restricting the educational development in these areas. Based on the PCK Theory, the Teacher Professional Development Stage Theory and the Acculturation Theory, this study adopts a combination of questionnaire survey and interviews to study the subject literacy of middle school mathematics teachers in minority areas. It finds that the teachers have problems such as weak mathematical cultural background, incomplete understanding of core literacy, to-be-improved teaching skills and outdated subject concepts. In response to the above problems, countermeasures are proposed from three levels: educational administrative departments, schools and teachers. Educational administrative departments should build a “resource-system-training” trinity support system; schools should set up a “practice-cooperation-culture” integrated growth platform; teachers should achieve self-improvement through “learning-practice-reflection”. It is expected to provide theoretical reference and practical guidance for the improvement of subject literacy of middle school mathematics teachers and the improvement of education quality in minority areas.