初中数学教师概率PCK的调查与研究
发布时间：2019-04-26 21:15
【摘要】：教师专业化是教育现代化的必然诉求,教师专业化的核心表现应该是教师学科教学内容知识(PCK)的不断丰富。随着经济和社会的发展,概率越来越成为人们生产生活不可或缺的知识,但是概率成为专门的教学内容,进入我国义务教育课程却是近十余年才发生的事情。因此,对在职教师的概率知识,概率PCK及其来源的调查具有较高的研究意义和价值。本研究通过问卷和个别访谈,以初中在职教师为研究对象,重点研究了初中在职教师的概率知识,概率PCK的现状以及概率PCK的来源。本研究依据概率及PCK的基础理论构建了分析框架,并在此基础上,利用SPSS等统计分析软件对访谈和调查的结果进行统计分析。调查结果显示：(1)初中在职教师拥有较丰富的概率知识,但多表现为计算和练习,同时也存在类似于学生的概率理解误区。(2)只有少数教师达到了概念性的解释学生概率误区的水平,教师概率PCK很匮乏。(3)在职教师概率PCK的来源具有多元性、本原性和相对陈旧性等特点；市区教师和农村教师概率PCK来源的差异不大,但是市区教师概率PCK的来源相对农村教师要丰富、动态；从普通教师成长为成熟教师和优秀骨干教师,教师概率PCK的来源越来越丰富并且有较好的动态发展性。本研究同时也对教师发展概率PCK提出了一些具体建议：改进概率内容的教学评价方式;以教师间的同伴合作促进教师“自身的教学经验与自我反思”；指导教师通过网络和书籍阅读等方式了解概率的发展史。
[Abstract]:Teacher professionalization is the inevitable demand of educational modernization. The core expression of teacher specialization should be the continuous enrichment of the knowledge of (PCK) in teachers' subject teaching content. With the development of economy and society, probability has become an indispensable knowledge of people's production and life. However, probability has become a special teaching content, and it has only happened in more than ten years since it entered the compulsory education curriculum in our country. Therefore, the investigation of in-service teachers' probability knowledge, probability PCK and its sources is of great significance and value. Through questionnaires and individual interviews, this study focuses on the probability knowledge, the status quo of probability PCK and the source of probability PCK of junior middle school teachers in the middle school, taking junior middle school in-service teachers as the object of study. On the basis of probability and the basic theory of PCK, this paper constructs an analytical framework, and then makes statistical analysis of the results of interviews and surveys by using SPSS and other statistical analysis software. The results show that: (1) Junior middle school in-service teachers have a wealth of probability knowledge, but most of them are represented by calculation and practice. (2) only a few teachers have reached the level of conceptual interpretation of students' probability misunderstandings, and the teachers' probability PCK is very scarce. (3) the sources of the in-service teachers' probability PCK are pluralistic, and there are only a few teachers who have reached the level of conceptual interpretation of the students' probability misunderstandings. The characteristics of primordial and relative antiquity; There is little difference in the sources of probability PCK between urban teachers and rural teachers, but the sources of probability PCK of urban teachers are richer and more dynamic than those of rural teachers. From ordinary teachers to mature teachers and excellent backbone teachers, the sources of teachers' probability PCK are more and more abundant and have better dynamic development. At the same time, this study also puts forward some concrete suggestions to the teacher development probability PCK: to improve the teaching evaluation method of probability content, to promote the teacher's "own teaching experience and self-reflection" by the peer cooperation among the teachers and to promote the teacher's "own teaching experience and self-reflection"; Guide teachers to understand the history of probability through the network and book reading.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2466402
[Abstract]:Teacher professionalization is the inevitable demand of educational modernization. The core expression of teacher specialization should be the continuous enrichment of the knowledge of (PCK) in teachers' subject teaching content. With the development of economy and society, probability has become an indispensable knowledge of people's production and life. However, probability has become a special teaching content, and it has only happened in more than ten years since it entered the compulsory education curriculum in our country. Therefore, the investigation of in-service teachers' probability knowledge, probability PCK and its sources is of great significance and value. Through questionnaires and individual interviews, this study focuses on the probability knowledge, the status quo of probability PCK and the source of probability PCK of junior middle school teachers in the middle school, taking junior middle school in-service teachers as the object of study. On the basis of probability and the basic theory of PCK, this paper constructs an analytical framework, and then makes statistical analysis of the results of interviews and surveys by using SPSS and other statistical analysis software. The results show that: (1) Junior middle school in-service teachers have a wealth of probability knowledge, but most of them are represented by calculation and practice. (2) only a few teachers have reached the level of conceptual interpretation of students' probability misunderstandings, and the teachers' probability PCK is very scarce. (3) the sources of the in-service teachers' probability PCK are pluralistic, and there are only a few teachers who have reached the level of conceptual interpretation of the students' probability misunderstandings. The characteristics of primordial and relative antiquity; There is little difference in the sources of probability PCK between urban teachers and rural teachers, but the sources of probability PCK of urban teachers are richer and more dynamic than those of rural teachers. From ordinary teachers to mature teachers and excellent backbone teachers, the sources of teachers' probability PCK are more and more abundant and have better dynamic development. At the same time, this study also puts forward some concrete suggestions to the teacher development probability PCK: to improve the teaching evaluation method of probability content, to promote the teacher's "own teaching experience and self-reflection" by the peer cooperation among the teachers and to promote the teacher's "own teaching experience and self-reflection"; Guide teachers to understand the history of probability through the network and book reading.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
【引证文献】
相关期刊论文 前1条
1 李军;;PCK视角下数学教学设计信息化研究[J];中小学电教(下半月);2017年02期
，本文编号：2466402
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