河南省农村初中数学教师专业知识发展现状研究

发布时间：2018-01-09 14:17

本文关键词：河南省农村初中数学教师专业知识发展现状研究　出处：《河南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：农村初中数学教师是教师队伍中非常庞大的一个群体,他们在青春期学生的学习生涯中扮演了较为重要的角色。但反观农村初中数学教师参与并实施数学新课改的整体形势,容易发现其专业化进程较为缓慢,多方面存在阻力。重新审视农村初中数学教师的教育理念、知识结构以及技能素质,寻找问题及差距所在,已成为中学数学课程改革的必需。知识是教师专业能力成长之根蒂,同时也是其专业素养的中枢。教师知识研究的提出与展开,已然成为改进农村教师专业发展最原始的出发点。选取河南省128名农村初中数学教师为研究对象,采用文献研究法和问卷调查法为主,同时辅之以访谈研究法,本论文以知识自评量表和问题测验两种形式围绕农村初中数学教师的专业知识掌握现状展开调查,旨在深入了解农村初中数学教师专业知识发展水平与现实需求,努力构建农村初中数学教师专业知识结构的理论框架与实践模式,为我国农村初中数学教师提升专业知识素养提供最优化策略与途径。本研究得到结论如下:农村初中数学教师的数学学科知识和数学教学知识相对成熟稳固,但对《义务教育数学课程标准》(2011版)中新增知识普遍陌生;一般教育理论知识和心理学知识掌握匮乏,成为一线教师最亟待提高的知识。此外,农村初中数学教师的一般文化知识、现代教育技术知识等通俗性知识储备不足。从性别、最高学历、任教时间等背景因素对128名教师的专业知识进行因素分析检验得到:教师的年龄、教龄和技术职称三者之间存在统计学意义的相关。性别和最高学历均未对农村初中数学教师的专业知识构成影响。随着教龄的逐年增长,教师的本体性知识和实践性知识越来越表现出良好,但条件性知识则呈下滑趋势。
[Abstract]:Rural junior high school mathematics teachers are a very large group of teachers. They play a more important role in the learning career of adolescent students. However, it is easy to find that the process of specialization is slow when the rural junior middle school mathematics teachers participate in and implement the overall situation of the new mathematics curriculum reform. There is resistance in many aspects. Reexamine the educational concept, knowledge structure and skill quality of mathematics teachers in rural junior high school, and find out the problems and gaps. Knowledge is not only the root of teachers' professional ability growth, but also the center of their professional accomplishment. It has become the most original starting point to improve the professional development of rural teachers. 128 rural junior middle school mathematics teachers in Henan Province were selected as the research object, mainly by literature research and questionnaire survey. At the same time, supplemented by interview research, this paper takes the form of knowledge self-rating scale and question test to investigate the current situation of rural junior high school mathematics teachers' professional knowledge. In order to deeply understand the level of professional knowledge development and practical needs of rural junior high school mathematics teachers, try to construct the theoretical framework and practical model of rural junior high school mathematics teachers' professional knowledge structure. The conclusion of this study is as follows: the mathematics subject knowledge and teaching knowledge of rural junior high school mathematics teachers are relatively mature and stable. However, the new knowledge in "Mathematics Curriculum Standard for compulsory Education" (2011) is generally unfamiliar; The lack of general education theory and psychological knowledge has become the most urgent need to improve the knowledge of first-line teachers. In addition, the rural junior high school mathematics teachers' general cultural knowledge. From the background factors such as gender, the highest educational background, teaching time and other background factors to 128 teachers' professional knowledge factor analysis test: teachers' age. There is a statistically significant correlation between teaching age and technical title. Gender and the highest academic qualifications have no impact on the rural junior high school mathematics teachers' professional knowledge. With the increase of teaching age year by year. Teachers' ontological knowledge and practical knowledge are more and more good, but conditional knowledge is declining.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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