小学数学教师学科知识掌握的现状调查研究

发布时间：2018-04-06 01:30

本文选题：小学数学教师　切入点：学科知识　出处：《西南大学》2015年硕士论文

【摘要】：学科知识是教师知识的重要组成部分,而数学教师学科知识是数学教师所具有的特定的数学学科的知识,包括教师对数学概念的把握、本质的理解,及其数学知识之间关系的认识。本研究以重庆市小学数学教师为对象,旨在调查目前小学数学教师的学科知识的掌握情况是否能够满足教学的需要,存在哪些优势与不足,并分析影响小学数学教师学科知识掌握的因素。本研究基于美国学者Ball对数学教师学科知识的划分,以《基本概念与运算法则——小学数学教学中的核心问题》(史宁中编著)为主要参考,编制了《小学数学教师学科知识测试卷》,对重庆市114名小学数学教师进行了测试,以了解其掌握数学学科知识的状况。研究表明：(1)小学数学教师对学科知识掌握情况并不乐观,整体成绩较低,大多数教师得分没有达到及格水平；(2)小学数学教师在“图形与几何”领域掌握相对较好,其次是“统计与概率”领域,最后是“数与代数”领域；(3)从对数学学科知识的掌握程度看,在“正确性”(Truth Value)维度表现最好,其次是“解释性”(Legitimacy)维度,在“联系性”(Connectedness)维度的表现最低。笔者对影响小学数学教师掌握学科知识的因素做了初步研究,发现：(1)相比较其他因素而言,“教龄”是最重要的因素,教龄越长,其学科知识往往掌握得更好；(2)对职初教师而言,学历高的教师对学科知识的掌握更好,但是对于教龄长的教师来说,学历的影响并不明显；(3)大学数学学习的经历对小学数学教师的学科知识有一定的影响,特别是1-10年教龄的教师,学过大学数学的教师比没有学过的教师对学科知识掌握程度更好,但是10年教龄以上的教师差异不大；(4)培训对小学数学教师的学科知识的掌握没有显著影响。基于调查以及对个别一线教师和教育管理者的访谈,笔者认为提升、改善小学数学教师对学科知识的掌握程度的主要途径有：(1)培养小学数学教师的高校主动调整大学课程内容的设置,开设促进学生深层次理解小学数学知识的课程；(2)在日常教研活动中,多从教师对数学学科知识理解的视角去探析教师在教学中存在的问题,多从数学的角度去寻找提高小学数学教学质量的办法；(3)开发有效的测试工具对小学数学教师进行诊断,让其意识到自身在学科知识上的欠缺,并认识到数学学科知识的理解程度与教学质量之间的关系,从外在要求变成内在需要；(4)开展校际间、地区间教师帮扶,提高薄弱学校的教师学科知识水平；(5)建立专家联系机制,加强与大学的数学教育研究者的交流,提高小学数学教师对学科知识的深层次理解。
[Abstract]:Subject knowledge is an important part of teacher's knowledge, and mathematics teacher's subject knowledge is the knowledge of mathematics teacher's specific mathematics subject, including the teacher's understanding of the concept and essence of mathematics.And the understanding of the relationship between its mathematical knowledge.The purpose of this study is to investigate whether the knowledge of mathematics teachers in primary schools can meet the needs of teaching, and what are the advantages and disadvantages.It also analyzes the factors that affect the knowledge of mathematics teachers in primary school.This study is based on the division of mathematics teachers' knowledge by American scholar Ball. The main reference is "basic Concepts and algorithms-the Core problems in Primary Mathematics Teaching" (edited by Shi Ningzhong).The subject knowledge test volume of primary school mathematics teachers was compiled and 114 primary school mathematics teachers in Chongqing were tested in order to understand their knowledge of mathematics subject.The study shows that: 1) Primary school mathematics teachers are not optimistic about their mastery of subject knowledge, their overall results are low, and most of them do not reach the pass level. (2) Primary school mathematics teachers have a relatively good grasp of the field of "graphics and geometry".Secondly, in the field of statistics and probability, and finally in the field of numbers and algebras. In terms of the degree of mastery of mathematical knowledge, the best performance is in the dimension of "correctness" and truth value, followed by the "explanatory" dimension.The lowest performance was found in the connective dimension.The author has made a preliminary study on the factors that affect primary school mathematics teachers' mastery of subject knowledge, and found that compared with other factors, "teaching age" is the most important factor, and the longer the teaching period is,Teachers with higher academic qualifications tend to master better knowledge of the subject, but for teachers with high academic qualifications, teachers with high academic qualifications tend to master the subject knowledge better than teachers with high academic qualifications.The influence of academic background is not obvious. (3) the experience of learning mathematics in university has a certain influence on the subject knowledge of primary school mathematics teachers, especially the teachers with 1-10 years of teaching age.The teachers who have studied mathematics in university have a better mastery of subject knowledge than those who have not, but there is no significant difference between teachers who have taught for more than 10 years (4) the training has no significant influence on the mastery of subject knowledge of primary school mathematics teachers.Based on the investigation and interviews with individual front-line teachers and education administrators, the author thinks that promotion,The main ways to improve the mastery of elementary school mathematics teachers' subject knowledge are as follows: (1) Colleges and universities that train primary school mathematics teachers actively adjust the contents of university courses.In daily teaching and research activities, the problems existing in teachers' teaching are analyzed from the perspective of teachers' understanding of mathematics knowledge.Looking for ways to improve the quality of Mathematics Teaching in Primary Schools from the Perspective of Mathematics.) to develop effective testing tools to diagnose primary school mathematics teachers and make them aware of their lack of knowledge in subjects.And recognizing the relationship between the degree of understanding of mathematical knowledge and the quality of teaching, from external requirements to internal needs)) developing inter-school, inter-regional teacher support and improving teachers' knowledge level in weak schools.Strengthen the communication with the university mathematics education researchers, improve the elementary school mathematics teachers' deep understanding of the subject knowledge.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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