高中数学专家型教师与新手型教师教学表征的对比研究

发布时间：2018-05-27 14:26

本文选题：高中数学 + 数学教学表征　；参考：《东北师范大学》2015年硕士论文

【摘要】：教学表征含义为老师的一种教授行动样式,体现为学科知识的转变与表达。它体现了老师的学科知识、学生知识、课程知识以及教学理念,是教师学科教学知识的,核心内容影响着他们的教学行为和教学质量,并对他们自身的专业成长起重大作用。本研究以“由教学表征为起始方向,探讨如何将高中数学教师的有效教学成为真的,来促使他们的专业向前行。”为核心问题。在研读大量表征、教学表征、建构主义理论、学科教学知识理论(PCK)等文献的基础上,对数学教学表征的内涵进行界定,并建构出数学教师教学表征模型。套用了专家与新手对比的探究范式,并且将个案与访谈双管一起运用,详尽阐释两类老师在教学表征之处的特点和差异,研讨造成其差异的原因,尝试给出培养新老师生长的计策。研究结论：(1) 专家与新手老师对于教学表征广度、深度、准确度和灵活度四个维度的具体区别。(2) 专家老师课堂的教学表征的呈现特点：善于创设情境、提问、灵活运用恰当的多元表征、注重表征的关联性,突出数学知识的本质。(3) 影响教师的教学表征的三个方面：教学经验、教学信念、对数学知识的掌握。(4) 教学表征存于在教师实践教学中,所以教师需要在日常的课程中不断改进和优化教学行为,善于不断的反思自己。研究建议：(1) 为师者要树立正确的教学信念,以此为基础设计具有合理性和发展性的教学呈现形式。(2) 教师要在教学过程中要通过书本和在与同事、学生的交流中不断学习,充实自己。(3) 教师应当注重工作中的反思,注重对学科知识、教学法知识和学生思维和心理,学生发展的反思,以完善自我的数学教学表征。
[Abstract]:The meaning of teaching representation is a kind of teaching action style, which is embodied in the transformation and expression of subject knowledge. It embodies the teacher's subject knowledge, students' knowledge, curriculum knowledge and teaching idea. It is the teacher's subject teaching knowledge. The core content affects their teaching behavior and teaching quality, and plays an important role in their own professional growth. In this study, "from the teaching representation as the starting direction, how to make the effective teaching of senior high school mathematics teachers into reality, in order to promote their professional forward." As the core issue. On the basis of reading a large number of literature, such as representation, teaching representation, constructivism theory and subject teaching knowledge theory, this paper defines the connotation of mathematical teaching representation, and constructs a mathematical teacher teaching representation model. Applying the inquiry paradigm of comparison between experts and novices, and using the case and interview, the author explains the characteristics and differences of the two kinds of teachers' teaching representation, and discusses the reasons for the differences. Try to give some strategies for the development of new teachers. Conclusion: (1) the specific differences between experts and novice teachers in the four dimensions of teaching representation breadth, depth, accuracy and flexibility) the presentation characteristics of classroom teaching representations of expert teachers are as follows: good at creating situations, asking questions, Flexible use of appropriate multiple representations, pay attention to the relevance of representation, highlight the nature of mathematical knowledge, three aspects that affect the teacher's teaching representation: teaching experience, teaching beliefs, The teaching representation of mathematical knowledge exists in teachers' practical teaching, so teachers need to constantly improve and optimize their teaching behavior in their daily courses, and be good at reflecting themselves constantly. The study suggests that the teacher should set up a correct teaching belief and design a reasonable and developmental form of teaching presentation on the basis of this) the teacher should constantly learn through books and in the communication with his colleagues and students during the teaching process. The teacher should pay attention to the reflection in the work, to the subject knowledge, the teaching method knowledge, the student thought and the psychology, the student development reflection, in order to perfect the self-teaching representation of mathematics.
【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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