【作 者】：
赵国庆， 熊雅雯
【关 键 词 】：
教师学科知识； 概念图； 评价； 小学数学
【栏 目】：
中小学电教
【中文摘要】：
教师学科知识评价是教师评价的重要组成部分，以课堂观察、任务访谈和标准化测量为代表的评价方法存在着评价知识碎片化、内在结构体现不良等问题。本研究旨在探索概念图作为教师学科知识评价工具的适用性。研究选取来自三所学校的57名小学数学教师为研究对象，通过三种概念构图任务（填充概念图、基于核心概念构图和基于焦点问题构图）对教师学科知识进行评价。研究发现：（1）概念图能够成为小学数学教师学科知识评价工具，评价结果显示小学数学教师存在着学科本体知识不足、知识碎片化严重以及知识结构不甚合理等问题；（2）与“填充概念图”和“基于核心概念构图”相比，“基于焦点问题构图”能更准确、更灵敏地评价教师学科知识。
【英文摘要】：
The evaluation of teachers' subject knowledge is an essential part of teacher evaluation. The evaluation methods represented by classroom observation, task-based interview and standardized tests have some problems, such as fragmented evaluation of knowledge, poor reflecting of internal knowledge structure. This study aims to explore the applicability of using concept mapping to evaluate teachers' subject knowledge. Fifty-seven mathematics teachers from 3 primary schools participated in this study, and their knowledge is evaluated through three types of concept mapping tasks (Fill-in-concept map, Concept mapping based on list of concepts, and Concept mapping based on a focus question). The study finds that: (1) concept mapping is an effective way of evaluating the subject knowledge of primary mathematics teachers. The results show that primary mathematics teachers have problems such as insufficient subject ontology knowledge, serious fragmentation of knowledge, and unreasonable knowledge structure. (2) Compared to "filling-in concept map" and " Concept mapping based on list of concepts ", " Concept mapping based on a focus question " is more accurate and more sensitive in evaluating teachers' subject knowledge.