高师院校数学师范生学科教学知识现状调查及研究
发布时间：2018-11-21 18:02
【摘要】：自舒尔曼教授于1986年提出学科教学知识(PCK)的概念以来,诸多学者逐步将它和教师专业发展、教师教育改革密切联系起来。作为教师教育重要的组成部分数学职前教师教育是高师院校教育教学工作的核心任务。要培养一名合格的数学教师,数学专业知识固然重要,但是并不是只要掌握了数学专业知识就能成为优秀的数学教师。开展数学教学的知识即PCK是决定优秀教师的因素之一。 从国内外对于职前教师的知识结构的研究中,可以发现我国对数学职前教师PCK方面的实质性研究不足。因此,本研究主要采用测试、概念图、问卷调查、访谈和课堂实时记录等方式,对数学职前教师的PCK现状做了群体和个案的调查研究。希望能对数学职前教师PCK知识得以全面、系统的认识,从而增加对我国数学职前教师PCK现状的进一步了解,促进数学高师院校职前教师教育专业的发展。 本论文共分六章：第1章是引言。给出了本文的研究背景、研究目的和意义、本研究的设计思路的相关说明。第2章是文献综述。通过对国内外关于PCK的相关研究文献的梳理和总结,为本研究奠定了理论基础。第3章是对数学职前教师PCK现状的群体研究的调查结果和分析。通过测试题、概念图、访谈和问卷调查等方法对数学职前教师PCK的四要素进行了群体调查研究和分析。第4章是数学职前教师PCK现状的个案研究。通过课堂实录、授课流程图和PCK知识结构图的呈现方式,对三位数学职前教师(两名本科生和一名研究生)的PCK情况进行个案比较研究,并且在参照一位经验型教师的PCK的基础上,给出了数学职前教师PCK发展的现状特点。第5章是研究的结论及建议。通过对数学职前教师PCK现状的群体和个案调查结果的研究和分析,发现数学职前教师PCK发展尚处于转化的初级阶段。并且结合学生对数学职前实习教师的问卷调查,初步探寻了造成上述问题的主要原因,最后提出提高数学职前教师PCK水平的几点建议。第6章为研究的不足和展望。
[Abstract]:Since Professor Schulman put forward the concept of (PCK) in 1986, many scholars have gradually linked it to teacher professional development and teacher education reform. As an important part of teacher education, pre-service mathematics teacher education is the core task of education and teaching in normal universities. To train a qualified mathematics teacher, mathematics professional knowledge is important, but not as long as master mathematics professional knowledge can become an excellent mathematics teacher. The knowledge of mathematics teaching, PCK, is one of the determinants of excellent teachers. From the research on the knowledge structure of pre-service teachers at home and abroad, we can find that the substantial research on PCK of mathematics pre-service teachers in our country is insufficient. Therefore, this study mainly adopts the methods of test, concept map, questionnaire, interview and classroom real-time recording, and makes a group and case study on the present situation of PCK of mathematics pre-service teachers. It is hoped that we can have a comprehensive and systematic understanding of the PCK knowledge of pre-service mathematics teachers, so as to further understand the current situation of PCK of pre-service teachers in our country, and promote the development of pre-service teachers' education specialty in normal universities of mathematics. This thesis is divided into six chapters: chapter 1 is the introduction. The background, purpose and significance of this study are given. Chapter 2 is a literature review. Through combing and summing up the relevant research literature about PCK at home and abroad, it lays a theoretical foundation for this study. The third chapter is the investigation and analysis of the present situation of mathematics pre-service teachers PCK. Through the methods of test questions, concept maps, interviews and questionnaires, this paper makes a group investigation and analysis on the four elements of PCK of mathematics pre-service teachers. Chapter 4 is a case study of the present situation of mathematics pre-service teacher PCK. Through the presentation of classroom record, lecture flow chart and PCK knowledge structure chart, a case study on PCK of three pre-service mathematics teachers (two undergraduates and one graduate student) was carried out. On the basis of referring to the PCK of an experiential teacher, this paper presents the present situation of the development of pre-service mathematics teacher PCK. Chapter 5 is the conclusion and suggestion of the research. Through the research and analysis of the group and case investigation results of the present situation of mathematics pre-service teachers' PCK, it is found that the development of mathematics pre-service teachers' PCK is still in the primary stage of transformation. Combined with students' questionnaire survey on pre-service mathematics teachers, this paper preliminarily explores the main causes of the above problems, and finally puts forward some suggestions on how to improve the PCK level of pre-service mathematics teachers. Chapter 6 is the deficiency and prospect of the research.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G652;O1-4
本文编号：2347812
[Abstract]:Since Professor Schulman put forward the concept of (PCK) in 1986, many scholars have gradually linked it to teacher professional development and teacher education reform. As an important part of teacher education, pre-service mathematics teacher education is the core task of education and teaching in normal universities. To train a qualified mathematics teacher, mathematics professional knowledge is important, but not as long as master mathematics professional knowledge can become an excellent mathematics teacher. The knowledge of mathematics teaching, PCK, is one of the determinants of excellent teachers. From the research on the knowledge structure of pre-service teachers at home and abroad, we can find that the substantial research on PCK of mathematics pre-service teachers in our country is insufficient. Therefore, this study mainly adopts the methods of test, concept map, questionnaire, interview and classroom real-time recording, and makes a group and case study on the present situation of PCK of mathematics pre-service teachers. It is hoped that we can have a comprehensive and systematic understanding of the PCK knowledge of pre-service mathematics teachers, so as to further understand the current situation of PCK of pre-service teachers in our country, and promote the development of pre-service teachers' education specialty in normal universities of mathematics. This thesis is divided into six chapters: chapter 1 is the introduction. The background, purpose and significance of this study are given. Chapter 2 is a literature review. Through combing and summing up the relevant research literature about PCK at home and abroad, it lays a theoretical foundation for this study. The third chapter is the investigation and analysis of the present situation of mathematics pre-service teachers PCK. Through the methods of test questions, concept maps, interviews and questionnaires, this paper makes a group investigation and analysis on the four elements of PCK of mathematics pre-service teachers. Chapter 4 is a case study of the present situation of mathematics pre-service teacher PCK. Through the presentation of classroom record, lecture flow chart and PCK knowledge structure chart, a case study on PCK of three pre-service mathematics teachers (two undergraduates and one graduate student) was carried out. On the basis of referring to the PCK of an experiential teacher, this paper presents the present situation of the development of pre-service mathematics teacher PCK. Chapter 5 is the conclusion and suggestion of the research. Through the research and analysis of the group and case investigation results of the present situation of mathematics pre-service teachers' PCK, it is found that the development of mathematics pre-service teachers' PCK is still in the primary stage of transformation. Combined with students' questionnaire survey on pre-service mathematics teachers, this paper preliminarily explores the main causes of the above problems, and finally puts forward some suggestions on how to improve the PCK level of pre-service mathematics teachers. Chapter 6 is the deficiency and prospect of the research.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G652;O1-4
【参考文献】
相关期刊论文 前3条
1 钱旭升;童莉;;数学知识向数学教学知识转化的个案研究——基于新手与专家型教师的差异比较[J];长春理工大学学报(高教版);2009年03期
2 辛涛,申继亮,林崇德;从教师的知识结构看师范教育的改革[J];高等师范教育研究;1999年06期
3 方菲菲;卢正芝;;学科教学知识的发展及其启示[J];教育探索;2008年09期
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