小学教育专业师范生的数学教师专业知识的研究

发布时间：2018-11-22 19:09

【摘要】：自20世纪80年代以来，教师专业发展已经成为国际教育改革的一个重要趋势，成为广大教育理论工作者、教育实践者关注和讨论的热点问题之一。随着教师专业化的研究的深入,作为教师专业化发展的一部分──教师专业知识也已经成为教育教学研究的重要领域和重大理论问题。随着新一轮基础教育课程改革的发展，，小学教育的教育质量越来越受到大家的关注。因为小学教育是整个教育体系的重要基础，小学教育的质量直接影响着学生以后的发展。所以本研究对小学教育专业师范生的教师专业知识及其来源进行了调查与分析。本研究以东北师范大学小学教育专业大一至大四年级的师范生和首都师范大学小学教育专业大三年级的师范生为研究对象，对他们的小学数学教师专业知识进行了调查。研究方法主要是以调查问卷为主。问卷是由数学教育专家和经验丰富的数学教师编写而成，按照教育理论知识、一般课程知识、数学课程知识、数学学科知识和数学学科教学法知识五个维度的理论框架编制。问卷分为三大部分。第一部分是关于师范生年级、性别等背景信息的内容。第二部分是正式的教师知识测验。包括五个方面的内容：教育理论知识部分、一般课程知识部分、数学课程知识部分、数学学科知识部分和数学教学法知识部分。第三部分是对教师专业知识来源的调查。主要调查四种专业知识的来源，即教育理论知识、小学数学课程知识、小学数学知识和小学数学教学法知识。研究结果显示：1.小学教育专业师范生对教育理论知识部分、一般课程知识部分和数学课程知识部分的掌握情况随着年级的提高而提高。且在数学学科知识部分上，大四的得分高于其他年级。2.在数学学科教学法知识上，大三的得分明显高于其他年级。3.首都师范大学与东北师范大学的对比研究表明，东师大三年级的师范生在教育理论知识总分、一般课程知识总分、数学课程知识总分和数学学科教学法知识总分上都优于首都师大的大三年级的学生。4.教育见习实习和数学教学法课是小学教育专业师范生提高数学教师专业知识的最重要来源。
[Abstract]:Since the 1980s, the professional development of teachers has become an important trend of international education reform, and has become one of the hot issues concerned and discussed by educational theorists and educational practitioners. With the deepening of the research on teacher specialization, as a part of the development of teacher specialization With the development of the new basic education curriculum reform, the quality of primary education has attracted more and more attention. Because primary education is an important foundation of the whole education system, the quality of primary education directly affects the development of students. Therefore, this study investigates and analyzes the teachers' professional knowledge and its sources. This study investigated the professional knowledge of primary school mathematics teachers in Northeastern normal University and Capital normal University. The research method is mainly questionnaire. The questionnaire is compiled by mathematics education experts and experienced mathematics teachers, according to the theoretical framework of five dimensions of educational theory knowledge, general curriculum knowledge, mathematics subject knowledge and mathematics teaching method knowledge. The questionnaire is divided into three parts. The first part is about the content of background information, such as grade, gender and so on. The second part is the formal teacher knowledge test. It includes five parts: the part of educational theory, the part of general course knowledge, the part of mathematics subject knowledge and the part of mathematics teaching method. The third part is the investigation of the source of teachers' professional knowledge. This paper mainly investigates the sources of four kinds of professional knowledge, that is, educational theory knowledge, elementary school mathematics curriculum knowledge, primary school mathematics knowledge and elementary school mathematics teaching method knowledge. The results show that: 1. With the improvement of grade, the students of primary education major in normal school master the part of educational theory knowledge, the part of general curriculum knowledge and the part of mathematics curriculum knowledge. And in the mathematics subject knowledge part, the senior grade scores higher than the other grades. 2. In mathematics teaching method knowledge, junior significantly higher than other grades. 3. 3. A comparative study between Capital normal University and Northeast normal University shows that the junior normal students of East normal University have the total score of educational theory knowledge, the total score of general curriculum knowledge, The total score of mathematics course knowledge and mathematics teaching method is superior to the junior grade students of Capital normal University. 4. 4. The teaching practice and mathematics teaching method are the most important sources of improving mathematics teachers' professional knowledge.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：O1-4;G652

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