北京市培智学校教师生活数学学科教学知识现状研究

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[中图分类号]G764;G 623.5;G 451［文献标志码]A［文章编号]1005-0310（2025）04-0067-08

A Study of the Current Situation of Life Mathematics Pedagogical Content Knowledge of Teachers in Schools for Children with Intellectual Disabilities in Beijing

LIU Song1，DU Huide²， ZHOU Lin³，QIN Lizi4

（1.Special Education College，Beijing Union University，Beijing 100075，China;2.School of Education Science，

Nanning Normal University，Nanning 530299，China;3.College of Teacher Education，Qiongtai Normal University， Haikou 571127，China;4.Xi'an Qizhi School，Xi'an 710068，China）

Abstract： In order to explore the teachers’current life mathematics pedagogical content knowledge（MPCK） level in schools forchildren with intelectual disabilities，a self-designed MPCK questionnaire based on the actual teaching activities in life mathematics clases and a score coded manual are used as the study tols.The samples of 60 mathematics teacherswererandomly selected from schools forchildrenwith intellectual disabilities in Beijing.The results showed： the teachers’overallife MPCK is in the middle level，and the development of each dimension is unbalanced；teachers with major in special education have higher life MPCK level than others.And this advantage stays stable in all three dimensions；the unitary teaching experience doesn't afect distinctly on

teachers’ life MPCK.Suggestions are as follows：the teachers’knowledge on the students’mathematics learning in schools for children with intellectual disabilities should be enriched；pre-service special teacher education programs should integratethe three dimensions in the mathematics subject teaching；and in-service training should establish the specific teaching knowledge base of life mathematics for teachers.

Keywords：teachersinschools forchildrenwith intelectual disabilities；life mathematics；mathematics pedagogical content knowledge

0 引言

学科教学知识（pedagogical content knowledge，PCK）由舒尔曼提出，是指学科知识与一般教学法的特殊整合，教师通过特定主题教学的组织与呈现来适应学生不同的兴趣和能力，以便为学生提供合适的教学[1]。（剩余10475字）