农村初中数学教师学科教学知识形成的个案研究

发布时间：2018-04-01 14:02

本文选题：农村初中教师　切入点：数学学科教学知识　出处：《山西大学》2015年硕士论文

【摘要】：教学依赖于一定的知识,教师的教育教学行为在很大程度上是受知识支配和由知识建构的。学科教学知识作为教师知识中的一个重要组成部分,是教师最有用的知识代表形式和教师专业知识的核心,它不仅告诉了教师要“教什么”,而且告诉了教师如何将学科知识以学生能够接受的方式传递给学生,并使课程内容和教学过程对学生来说具有教育的价值和意义。农村教师作为我国教师队伍中的一个人数众多且特殊的组成部分,有自身的特点和发展的需求。因此,关注和研究农村教师的学科教学知识,不仅是当前深化课程改革的时代召唤,也是促进农村教师走向专业化的必然要求。本文以一名农村初中数学教师——J老师为个案,基于经验性、情境性和具体化的教学实践活动,运用文献法、课堂观察法和访谈法,对其数学学科教学知识的形成现状、形成路径及影响因素进行了探讨,并在此基础上试图提出促进农村数学教师学科教学知识有效形成的建议。全文由五部分构成。第一部分：绪论。本部分通过对农村教师的专业发展困境和自身的发展诉求两方面的分析,提出了研究农村数学教师学科教学知识的必要性。此外,对研究意义、国内外的研究现状以及研究设计进行了阐述。第二部分：农村初中数学教师学科教学知识的理论解读。本部分对学科教学知识、数学教师的学科教学知识等词汇进行了界定,归纳总结出数学教师学科教学知识的结构要素和分析框架,并从后现代主义知识观、建构主义学习理论和图式理论三个层面农村初中数学教师学科教学知识的形成的理论基础进行了解读。第三部分：农村初中数学教师学科教学知识的形成。本部分首先将研究的视角聚焦于具体的课堂情境中,从教学计划、教学实施和教学反思的角度出发对J老师学科教学知识的形成现状进行了了解。然后将研究的视角转到J老师的整个职业生涯,对J老师学科教学知识的形成路径进行了探究,并在此基础上将J老师学科教学知识的形成路径分为盲从阶段、觉醒阶段和个性化阶段三个阶段,最后从教师个体层面、农村学校层面、职前教育层面和职后教育层面对其影响因素进行了分析。第四部分：农村初中数学教师学科教学知识的有效形成策略。在第三部分的基础上,提出了促进农村数学教师学科教学知识有效形成的三个策略,即丰富专业知识,增强实践反思；优化教研文化,加强对话研讨；更新教育模式,促进专业发展。第五部分：结语。归纳总结本研究的结论和对研究存在的不足和进一步研究的可能进行了分析。
[Abstract]:Teaching depends on certain knowledge, and teachers' teaching behavior is controlled and constructed by knowledge to a great extent. Subject teaching knowledge is an important part of teachers' knowledge. It not only tells the teacher what to teach, but also tells the teacher how to transfer the subject knowledge to the students in a way acceptable to the students. And make the course content and teaching process have the value and significance of education for the students. As a large number of teachers and a special part of our country's teachers, rural teachers have their own characteristics and development needs. Paying attention to and studying the subject teaching knowledge of rural teachers is not only the call of deepening curriculum reform, but also the inevitable requirement of promoting rural teachers to professionalize. This paper takes a rural junior high school mathematics teacher, teacher J, as a case study. Based on the experiential, situational and concrete teaching practice, this paper discusses the forming status, forming path and influencing factors of its mathematics teaching knowledge by using literature method, classroom observation method and interview method. On this basis, this paper tries to put forward some suggestions to promote the effective formation of rural mathematics teachers' subject teaching knowledge. The full text consists of five parts. The first part: introduction. This part analyzes the difficulties of rural teachers' professional development and their own. The analysis of two aspects of development demands, The necessity of studying the teaching knowledge of mathematics teachers in rural areas is put forward. The second part: the theoretical interpretation of mathematics teachers' subject teaching knowledge in rural junior high school. This part defines the vocabulary of subject teaching knowledge, mathematics teachers' subject teaching knowledge, etc. This paper sums up the structural elements and analytical framework of mathematics teachers' teaching knowledge, and from the view of postmodernism knowledge, The theoretical basis of the formation of mathematics teachers' subject teaching knowledge in rural junior high school is explained in three levels: constructivism learning theory and schema theory. Part three: the formation of the subject teaching knowledge of rural junior high school mathematics teachers. First of all, the research perspective is focused on the specific classroom situations, From the perspective of teaching plan, teaching implementation and teaching reflection, this paper makes an understanding of the present situation of the formation of J teacher's subject teaching knowledge, and then transfers the research perspective to the whole career of J teacher. This paper probes into the forming path of J teacher's subject teaching knowledge, and on this basis divides the forming path of J teacher's subject teaching knowledge into three stages: blind follower stage, awakening stage and individuation stage, finally, from the teacher's individual level. The influence factors of rural schools, pre-service education and post-vocational education are analyzed. The fourth part: the effective forming strategies of mathematics teachers' subject teaching knowledge in rural junior high school. This paper puts forward three strategies to promote the effective formation of the subject teaching knowledge of rural mathematics teachers, that is, enriching professional knowledge, strengthening practice reflection, optimizing teaching and research culture, strengthening dialogue and discussion, renewing educational model, Part five: conclusion. The conclusions of this study are summarized, and the shortcomings of the study and the possibility of further research are analyzed.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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