The Model Construction of Mathematical Core Experience of Preschool Teachers Based on Learning Progression

Abstract

Abstract:

The mathematical core experience of preschool teachers mainly refers to the crucial concepts, abilities, or skills in the field of mathematics formed by teachers in the teaching practice, which plays a vital role in children's mathematics learning and teachers' mathematics teaching. Preschool teachers as basic learners, their professional development process conforms to the criteria of learning progression, different career development stages of preschool teachers have their different progression track. Learning progression emphasizes that learning is a process of continuous accumulation and development, and advocates the design of different progression frames for learners at different stages, which provides sufficient theoretical reference for effectively promoting the development of preschool teachers' mathematics core experience. Based on clarifying the connotation and structure of preschool teachers mathematical core experience, the study constructs a mathematical core experience model of preschool teachers according to the main viewpoint of learning progression, and puts forward corresponding teacher training strategies, which mainly includes strengthening the construction of learning community of mathematical core experience, making the stepwise growth program of mathematical core experience, and improving the quality monitoring index of the mathematical core experience.

Key words: earning progressions, preschool teachers, mathematical core experience, model construction

CLC Number:

G451.6

Li Yanyan, Liu Yunyan. The Model Construction of Mathematical Core Experience of Preschool Teachers Based on Learning Progression[J]. Education Science, 2021, 37(1): 90-96.

Figures/Tables 1

References 26

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