职前教师和在职教师关于数列的MKT比较
发布时间：2019-01-14 08:56
【摘要】：进入二十一世纪,新课改如火如荼的进行对数学教师的知识素养提出了更高的要求,教师的知识水平不仅直接影响教学质量,更加关于教育改革的成败,一个优秀的数学教师应该具备怎样的知识结构成为近年来数学教育研究中热门选题。美国学者提出的“面向教学的数学知识”(MKT)框架为研究数学教师知识结构提供了一个合理的理论基础。本文以MKT理论为框架,选取中学数学教材中数列部分对职前教师、在职教师的MKT水平进行了探讨,旨在了解当前数学教师的MKT现状及发展。本文通过问卷调查的方式对18名进行过教育实习的职前教师、5名入职3-5年的在职教师以及一名有二十多年教学经验的教师关于数列的知识展开调查。调查结果显示：(1)职前教师和入职3-5年的在职教师关于数列部分的MKT整体水平令人堪忧,尤其是横纵向内容知识缺失严重；(2)在职教师的MKT水平显著高于职前教师的MKT水平,在一般内容知识、内容与教学的知识方面的差异尤为显著；(3)被试的MKT各项知识子类别发展不均衡,一般内容知识水平显著高于其它四类知识水平。最后,基于上述研究结论,提出了本研究中的几点不足与局限,同时提出了两个值得关注的问题：成熟教师具有相对完善的MKT知识结构,其面向教学的数学知识来源是一个值得探究的问题；职前教师的MKT水平状况令人,需要我们重新去审视当前的师范生培养模式。
[Abstract]:In the 21 century, the new curriculum reform has put forward higher requirements to the knowledge literacy of mathematics teachers. The knowledge level of teachers not only directly affects the quality of teaching, but also about the success or failure of educational reform. What kind of knowledge structure an excellent mathematics teacher should possess has become a hot topic in mathematics education research in recent years. The "teaching-oriented mathematical knowledge" (MKT) framework proposed by American scholars provides a reasonable theoretical basis for the study of mathematics teachers' knowledge structure. Based on the theory of MKT, this paper discusses the MKT level of pre-service teachers and in-service teachers in order to understand the present situation and development of MKT of mathematics teachers. This paper investigates the knowledge of 18 pre-service teachers, 5 in-service teachers who have been in service for 3-5 years, and one teacher who has more than 20 years of teaching experience. The results show that: (1) the overall level of MKT of pre-service teachers and in-service teachers for 3-5 years is worrying, especially the lack of knowledge of horizontal and vertical content; (2) the MKT level of in-service teachers is significantly higher than that of pre-service teachers, especially in the aspects of general content knowledge, content and teaching knowledge; (3) the development of each knowledge subcategory of MKT was not balanced, and the level of general content knowledge was significantly higher than that of the other four kinds of knowledge. Finally, based on the above conclusions, this paper puts forward some shortcomings and limitations in this study, and puts forward two problems that deserve attention: mature teachers have relatively perfect knowledge structure of MKT. The source of mathematics knowledge oriented to teaching is a problem worth exploring. The MKT level of pre-service teachers is very important, so we need to re-examine the current training mode of normal students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2408541
[Abstract]:In the 21 century, the new curriculum reform has put forward higher requirements to the knowledge literacy of mathematics teachers. The knowledge level of teachers not only directly affects the quality of teaching, but also about the success or failure of educational reform. What kind of knowledge structure an excellent mathematics teacher should possess has become a hot topic in mathematics education research in recent years. The "teaching-oriented mathematical knowledge" (MKT) framework proposed by American scholars provides a reasonable theoretical basis for the study of mathematics teachers' knowledge structure. Based on the theory of MKT, this paper discusses the MKT level of pre-service teachers and in-service teachers in order to understand the present situation and development of MKT of mathematics teachers. This paper investigates the knowledge of 18 pre-service teachers, 5 in-service teachers who have been in service for 3-5 years, and one teacher who has more than 20 years of teaching experience. The results show that: (1) the overall level of MKT of pre-service teachers and in-service teachers for 3-5 years is worrying, especially the lack of knowledge of horizontal and vertical content; (2) the MKT level of in-service teachers is significantly higher than that of pre-service teachers, especially in the aspects of general content knowledge, content and teaching knowledge; (3) the development of each knowledge subcategory of MKT was not balanced, and the level of general content knowledge was significantly higher than that of the other four kinds of knowledge. Finally, based on the above conclusions, this paper puts forward some shortcomings and limitations in this study, and puts forward two problems that deserve attention: mature teachers have relatively perfect knowledge structure of MKT. The source of mathematics knowledge oriented to teaching is a problem worth exploring. The MKT level of pre-service teachers is very important, so we need to re-examine the current training mode of normal students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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