高中数学教师学科教学知识的发展研究

发布时间：2018-02-26 12:42

本文关键词： 专业知识学科教学知识 PCK 教学技能教学效能课程观念　出处：《东北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：目前,国家教育部门越来越关注教师专业发展及教师教育问题,这个问题不仅成为当下教师教育研究的一个热点问题,同时也是国内外专家学者和研究人员关注的问题,而且似乎已经成为教师职业生涯发展的重要使命。至今在我国现有的研究案例中,为进一步促进新一轮的基础教育课程改革的实施,教育部门不断出台的相关政策无疑对1600万名教师提出了多方位的挑战。在教师的专业发展中,知识对教师最重要的,针对不同的学科,教学的内容知识是教师知识的核心,是课堂教学顺利开展和教学效果最优化的形成和发展的核心标志,因此本文对高中数学教师的学科教学知识即高中数学教师的PCK展开调查。本文以高中数学教师的PCK为关键点,展开对高中数学教师的PCK发展状况的研究。本文采用量化的研究方式与质性的研究方式相结合的手段,调查了长春市6个区12所高中的120名高中数学教师的PCK来源有哪些,以及每种来源具体是如何影响高中数学教师的PCK,进而探索得出高中数学教师的PCK发展具有阶段性,并对其PCK发展中存在的问题进行进一步的分析,为师范院校的教育类课程开展提出建议也为职初的新手教师提供快速发展的途径。通过研究本文有如下发现：对于第一个研究问题,通过开放式问卷调查整理得到,高中数学教师的学科教学知识来源总共有十个,分别是：教育类课程；数学教学法；微格教学；教育见习、实习；阅读专业书刊；教学观摩活动；在职专业培训；与同事之间的交流；入职后的学历教育；自身的教学实践经验反思。对于第二个问题,通过对6为访谈教师进行深入的访谈,了解到十种不同的来源对教师的PCK的具体影响,以“自身教学经验与反思”为例,比如,访谈教师FT2在谈及这一来源对自身教学知识影响时谈到“要想成为一名合格的教师,自身的经验和反思是必须具备的,因为教学毕竟不是死板的教书,首先,对于知识要有自己的理解,另外教师还要了解学生,以学生的能接受的方式将知识传授给予学生。”对于第三个问题,通过对教师进行的深入访谈,得到结论,高中数学教师PCK的发展分为四个主要阶段,分别是：参加工作第1至4年,是高中数学教师PCK发展的艰难时期；第4至8年左右的时候,是教师PCK发展相对来说的最佳时期；第8至12年左右,是教师PCK发展的徘徊时期；第12年以后,是教师PCK发展的稳步时期。同时,也反映出教师要要清醒地意识每个阶段要解决的问题。本研究具有重要的理论与实践意义,首先为进一步提高高中数学教师的专业发展提供了理论依据,在教育领域发展高中数学教师的教学知识研究；同时在实践层面上,为改革师范院校数学师范生提供参考,促进新手教师的专业发展,而且有助于提高数学教师的数学教学服务质量,增强自我发展的意识,从而能够具备更好的专业发展。
[Abstract]:At present, the national education departments are paying more and more attention to teacher professional development and teacher education, which has become not only a hot issue in the current research on teacher education, but also a concern of experts, scholars and researchers at home and abroad. In order to further promote the implementation of the new round of basic education curriculum reform, it seems to have become an important mission of teachers' career development. There is no doubt that the related policies issued by the education department have posed a multi-directional challenge to 16 million teachers. In the teacher's professional development, knowledge is the most important to teachers, and for different subjects, the content of teaching knowledge is the core of teachers' knowledge. It is the core symbol of the smooth development of classroom teaching and the optimization of teaching effect. Therefore, this paper investigates the subject teaching knowledge of senior high school mathematics teachers, that is, the PCK of senior high school mathematics teachers. This paper takes the PCK of senior high school mathematics teachers as the key point. This paper investigates the sources of PCK of 12 senior high school mathematics teachers in 6 districts of Changchun by means of combining quantitative and qualitative research methods. And how to influence the PCK of senior high school mathematics teachers from each source, and then find out that the PCK development of senior high school mathematics teachers has stages, and further analyze the problems existing in the development of PCK. It also provides a way for the novice teachers to develop rapidly. Through the study of the following findings: for the first research questions, through an open questionnaire survey, There are ten teaching knowledge sources of mathematics teachers in senior high school. They are: educational curriculum; mathematics teaching method; microteaching; educational apprenticeship; reading professional books and periodicals; teaching observation activities; on-the-job professional training; For the second question, through in-depth interviews with six teachers, we can understand the specific impact of ten different sources on the teachers' PCK, the second question is the following: (1) the communication with colleagues; the education of academic qualifications; the reflection of their own teaching practice; the second question, through in-depth interviews with the six teachers, and the concrete influence of ten different sources on the teachers' PCK. Take "own teaching experience and reflection" as an example. For example, when talking about the influence of this source on teaching knowledge, FT2 said, "to be a qualified teacher, one must have his own experience and reflection." After all, teaching is not inflexible teaching. First of all, teachers should have their own understanding of knowledge. In addition, teachers should also understand students and impart knowledge to students in a way acceptable to students. "for the third question, Through in-depth interviews with teachers, it is concluded that the development of PCK in senior high school mathematics teachers can be divided into four main stages: the first to the fourth year of work, which is a difficult period for the development of senior high school mathematics teachers' PCK; The period from 4 to 8 years is the best period for teachers' PCK development, the 8th to 12th year is the hovering period for teachers' PCK development, and the 12th year is the steady period for teachers' PCK development. At the same time, This research has important theoretical and practical significance. Firstly, it provides a theoretical basis for further improving the professional development of senior high school mathematics teachers. In the field of education, to develop the teaching knowledge of senior high school mathematics teachers, at the same time, to provide a reference for the reform of mathematics normal students in normal colleges, and to promote the professional development of novice teachers. Moreover, it is helpful to improve the mathematics teaching service quality of mathematics teachers, to enhance the consciousness of self-development, and to have better professional development.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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