师范专业认证背景下数学师范专业核心素养培养路径分析

Analysis of the Pathways for Cultivating Core Competencies in Mathematics Teacher Education under the Background of Teacher Training Accreditation

摘要: 随着我国教师教育改革的深化，师范专业认证已成为保障教师培养质量的关键机制。在此背景下，数学师范专业面临核心素养培养体系重构的迫切需求。本文基于师范专业认证的“学生中心、产出导向、持续改进”理念，紧扣数学学科逻辑性、抽象性、应用性、史论融合性特质，分析数学师范专业核心素养的内涵与构成，探讨当前培养过程中存在的问题，将通用性改革策略与数学学科深度结合，从课程体系、教学模式、实践环节、评价机制和师资建设五个维度提出具体可操作的培养措施，同时针对每项措施分析潜在挑战并给出应对策略。研究表明，数学师范专业核心素养应包含数学学科素养、教育教学素养、育人发展素养和专业成长素养四个维度，需通过认证导向的数学特色课程整合、数学化实践浸润的教学改革、协同育人的机制创新以及持续改进的质量文化构建，实现师范生专业能力的全面提升。

Abstract: With the deepening of teacher education reform in China, normal education program accreditation has become a crucial mechanism for guaranteeing the quality of teacher training. In this context, mathematics teacher education majors are confronted with an urgent demand to restructure their core competency cultivation systems. Grounded in the accreditation concepts of “student-centered, outcome-based, and continuous improvement”, and closely integrating the disciplinary traits of mathematics including logicality, abstractness, applicability, and integration of history and theory, this paper analyzes the connotation and composition of core competencies for mathematics normal students. It explores existing problems in the current cultivation process, integrates general reform strategies with the disciplinary characteristics of mathematics, and puts forward concrete and operable cultivation measures from five dimensions: curriculum system, teaching mode, practical teaching, evaluation mechanism and faculty development. Meanwhile, potential challenges and corresponding countermeasures for each measure are analyzed. The results indicate that the core competencies of mathematics normal students should cover four dimensions: mathematical disciplinary literacy, educational and teaching literacy, student development literacy, and professional growth literacy. The overall professional ability of mathematics normal students can be improved through accreditation-oriented integration of mathematics-featured curricula, mathematic practice-embedded teaching reform, innovative collaborative education mechanisms, and the construction of a quality culture of continuous improvement.