精准教学能力模型在师范生培养中的实践应用——以《数学课程与教学论》课程为例

Practical Application of the Precision Teaching Competency Model in Pre-Service Teacher Preparation—A Case Study of the Course Mathematics Curriculum and Teaching Theory

摘要: 本文以“数据素养、教学设计、技术应用、评价反馈”四维精准教学能力模型为框架，以湖南人文科技学院数学与应用数学师范专业《数学课程与教学论》为对象，采用量化与质性混合方法，考察精准教学嵌入前后的效果。三个课程目标达成度均提升，课程目标2从0.63 (未达标)升至0.70 (达标)；质性数据揭示学生数据意识、设计规范与技术判断力的发展轨迹。模型为师范生培养提供有效框架，多路径协同是能力提升关键。实践反思后，批判性讨论其适用边界，并提出增设“技术伦理”维度的修正建议。

Abstract: This study employs a four-dimensional precision teaching competency model (data literacy, instructional design, technology application, and evaluation feedback) as its analytical framework. Taking the course Mathematics Curriculum and Teaching Methodology for the mathematics and applied mathematics teacher education program at Hunan University of Humanities, Science and Technology as the practice subject, it adopts a mixed-method approach combining quantitative and qualitative research to examine the effects before and after embedding precision teaching into the course. The achievement levels of all three course objectives improved, with Objective 2 rising from 0.63 (below standard) to 0.70 (meeting the standard). Qualitative data further reveal the developmental trajectories of students’ data awareness, design normativity, and technological judgment. The model proves to be an effective framework for pre-service teacher preparation, with multi‑path synergy serving as the key mechanism for competency enhancement. Based on reflective practice, the paper critically discusses the model’s applicability boundaries and proposes a revision to include a “technology ethics” dimension.