| With the development of the times,interdisciplinary education and teaching have been valued.As everyone knows.teacher belief has always been an important factor affecting teaching practice,and the pre-service teachers’ belief is very important to promote the professional development of teachers.This study combines interdisciplinarity and teacher belief,constructs an interdisciplinary belief analysis framework for mathematics teachers,investigates the current situation of interdisciplinary belief of pre-service mathematics teachers,enriches the theory of interdisciplinary and teacher belief,and provides enlightenment for the cultivation of pre-service mathematics teachers.The research adopts a mixed research method,and the specific research methods used mainly include literature research,Delphi method,questionnaire survey,text analysis and interview.Based on the existing relevant research on "interdisciplinarity"and "teacher belief".the conception of analytical framework for the mathematics teachers’ interdisciplinary belief was proposed,which was revised through two rounds of Delphi method,and finally constructed a structural framework of mathematics teachers’ interdisciplinary belief.including 4 first-level indicators(X1:interdisciplinary essential belief.X2:interdisciplinary teaching belief,X3:interdisciplinary learning belief,X4:interdisciplinary self-efficacy).12 secondary indicators(X11:interdisciplinary connotation,X12:interdisciplinary format,X13:interdisciplinary value;X21:belief in instructional design,X22:belief in instructional operations,X23:belief in instructional evaluation.X24:belief in reflective instruction;X31:individual differences among students,X32:attribution of student learning outcomes.X33:interdisciplinary attitudes of students;X41:results performance.X42:personal performance)and several tertiary indicators.Based on the final framework,and combined with literature review,this study compiled a measurement questionnaire on interdisciplinary belief of pre-service mathematics teachers,and continuously improved it through expert consultation and pilot survey,and obtained the final measurement questionnaire.which was tested for 83 pre-service teachers of three grades in S university.At the same time,the collection of lesson plans and interview data is carried out as a supplement to the investigation.Finally,this study organized the collected questionnaires,lesson plans and interview data,and analyzed the current status of pre-service mathematics teachers’interdisciplinary beliefs from four aspects:interdisciplinary essential belief.interdisciplinary teaching belief,interdisciplinary learning belief.and interdisciplinary self-efficacy.(1)Interdisciplinary Essential BeliefRegarding interdisciplinary connotation most pre-service teachers generally define interdisciplinarity from the perspective of teaching and application when expressing their understanding of interdisciplinary connotation.Regarding interdisciplinary format,most pre-service teachers’ understanding tends to borrow interdisciplinary tools.Regarding the value of interdisciplinarity,the social value of interdisciplinary can be generally recognized by pre-service teachers,but for interdisciplinary personal value,the data shows that the belief performance of preservice teachers is not positive,when it comes to interdisciplinary personal value,the vast majority of pre-service teachers consider from the perspective of students,focusing on developing students’ knowledge and cultivating students’ interests,and few people consider the role and value of interdisciplinary to teachers.(2)Interdisciplinary Teaching BeliefOn the whole,the interdisciplinary teaching belief of pre-service mathematics teachers is not good,which is manifested in two aspects:cognitive errors in interdisciplinary teaching and low enthusiasm of interdisciplinary teaching.The questionnaire survey exposed the pre-service teachers’ misunderstandings of teaching design,teaching operation,teaching evaluation and teaching reflection in interdisciplinary teaching cognition.The analysis of teaching plans shows that preservice teachers have weak awareness of interdisciplinary teaching design,low enthusiasm,and greater influence by teaching materials.(3)Interdisciplinary Learning BeliefIn the dimension of individual differences of students,the performance of preservice teachers’ interdisciplinary beliefs was relatively good.According to the answers of pre-service teachers,the influencing factors of students’ interdisciplinary learning outcomes can be classified into three categories:intellectual factors,nonintellectual factors,and external factors.More than half of pre-service teachers believe that external factors are the main factors affecting students’ interdisciplinary learning,especially the social environment of "test-oriented education".Pre-service teachers have different views on students’ attitudes towards interdisciplinary teaching.Some pre-service teachers believe that interdisciplinary teaching value has high teaching value and can cultivate students’ interest in learning.and students’ attitude towards this should be positive,while some pre-service teachers believe that for students with weak interdisciplinary ability,interdisciplinary teaching may not be easy to accept,and students are likely to have negative attitudes.(4)Interdisciplinary Self-efficacyOverall,pre-service teachers have a low sense of practice-related interdisciplinary self-efficacy.For future interdisciplinary teaching,pre-service teachers have some confidence in their own knowledge,but when it comes to using knowledge to construct appropriate interdisciplinary scenarios,the sense of efficacy of pre-service teachers is significantly reduced.Moreover,most of the pre-service teachers in the interview were not highly self-effective across disciplines,mainly due to the lack of practical experience.Finally,the author gives specific suggestions for the self-learning of pre-service teachers and the improvement of teaching in normal colleges in view of the current situation of interdisciplinary belief of pre-service mathematics teachers. |
