数学教育硕士高中数学问题解决PCK薄弱的原因及对策研究

发布时间：2018-06-03 23:13

本文选题：高中数学 + 数学问题解决　；参考：《山东师范大学》2017年硕士论文

【摘要】：近年来,国家政府和研究者们对数学教育硕士研究生数学问题解决PCK越来越重视,尤其在教师招聘笔试和面试的环节,都突出了这一点。而数学问题解决在数学教学中一直占有很重要的位置,贯穿整个数学课堂。但是通过前期的观察和查阅资料,同时又对山东师范大学15名教育硕士研究生和济南大学5名数学教育硕士研究生访谈,得出的结论是:对于当前的数学教育硕士研究生来说,高中数学问题解决PCK是薄弱的。因此,对于当前数学教育硕士高中数学问题解决PCK薄弱的原因和对策研究是个值得研究的课题。本课题的研究,旨在通过调查数学教育硕士高中数学问题解决过程中的表现,发现其存在的问题,找出数学教育硕士高中数学问题解决PCK薄弱的原因,给出相应的建议和策略,让数学教育硕士真正提高高中数学问题解决PCK的知识。本文通过访谈得出,在数学教育硕士高中数学问题解决PCK薄弱的现状基础上,采用测试卷和问卷的调查方式,对山东师范大学、济南大学、曲阜师范大学、鲁东大学和南京师范大学五所大学学科教学(数学)专业的研一和研二的学生进行了高中数学问题解决薄弱原因的调研。分析出数学教育硕士高中数学问题解决薄弱原因主要有以下几个方面:有关促进高中数学问题讲解PCK的教学活动开展的偏少;数学教育硕士参加过的有专门老师指导的教学实习活动的次数太少;在个人教学经验及自我反思上,数学教育硕士和他人探讨高中数学中问题讲解知识的次数不多;对高中数学中各种问题解决知识周密的思考和概括不够;对高中数学中问题讲解的知识进行自我教学总结与反思的较少;有意识的把学科知识,教学知识,有关学生的知识融合到一起的次数不够;在教学科研以及阅读相关资料上,数学教育硕士阅读过的有关问题讲解的一些书刊较少,参加的有关数学问题解决的教学科研活动或是教学研究项目次数不多;在学科教学知识方面,数学教育硕士对于问题讲解的教学没有系统的知识,缺少理论指导;数学教育硕士对学科教学知识掌握欠缺,尤其是对问题解决时有关学生的知识;数学教育硕士在讲解习题时并没有结合学生学习问题解决的特点来讲解,大部分数学教育硕士更多的是关注习题的系统性。针对以上的原因,笔者结合相关理论从教师对数学教育硕士的教学及数学教育硕士对高中数学问题解决的学习两大方面提出了相应的对策:在教学上,应多开展促进高中数学问题讲解PCK的教学活动(包括教育学、教学技能、有专门教师指导的教学实习活动、模拟课堂、教学技能大赛等);应增加促进数学教育硕士高中数学问题讲解PCK的课程(如增加有关学生知识的课程和有关问题讲解知识的课程),优化PCK的教学。对于教师,适当的调整课堂授课模式(如增加实践课程,教学方式灵活,课下作业具体);积极开展有关数学问题解决的教学科研项目。对于数学教育硕士个人发展策略上,注重教育学、教学技能的学习;加强与他人探讨高中数学问题讲解的知识;有意识的把学科知识,教学知识,有关学生的知识融合到一起;应多对高中数学中各种问题讲解知识进行周密的思考和概括;应对高中数学中问题讲解PCK知识不断地进行自我教学总结与反思;应增加阅读有关问题讲解PCK的书刊;应多参加有关数学问题解决的教学科研活动或是教学研究项目;在讲解习题时应紧密结合高中生问题解决的特点来讲解;把握实习机会。在每条策略里面均结合高中数学问题解决的知识给出了具体可操作的教学步骤。
[Abstract]:In recent years, the national government and researchers have paid more and more attention to the math problem solving PCK in mathematics education graduate students, especially in the link of the teacher recruitment and interview, and the mathematical problem solving has been playing an important position in the mathematics teaching, through the whole mathematics classroom. At the same time, interviews with 15 graduate students in Shandong Normal University and 5 Master's graduate students in mathematics education at University of Jinan have been interviewed. The conclusion is that for the current master graduate students in mathematics education, the PCK is weak in solving mathematical problems in high school. Therefore, the mathematical problem of the master high school in mathematics education is solved by PCK thin. The study of weak reasons and countermeasures is a subject worthy of study. The research of this subject is aimed at finding out the existing problems through investigating the performance of mathematics problem solving in Mathematics Education Master's high school, finding out the reasons for the weak PCK mathematics problem solving in mathematics education master high school, and giving the corresponding suggestions and strategies to let the master of mathematics education master. In order to improve the knowledge of solving PCK in high school mathematics, this paper draws a conclusion that, on the basis of the weak current situation of math problem solving PCK in the mathematics education master's high school, the five universities of Shandong Normal University, University of Jinan, Qufu Normal University, Ludong University and the Nanjing Normal University are taught by the method of test and questionnaire. The research on the weak reasons for solving the problem of math problems in high school is carried out by two students in mathematics. The number of teaching practice instructing by the teacher is too few; in the personal teaching experience and self reflection, the master of mathematics education and the others discuss the knowledge of the problem in high school mathematics not much; it is not enough to think and summarize all kinds of problems in high school mathematics, and to teach the knowledge of problems in high and middle mathematics self teaching. Fewer summing up and reflection; a conscious knowledge of subject knowledge, teaching knowledge, and students' knowledge of the combination of the number of times is not enough; in teaching scientific research and reading related materials, the mathematics education master read some books and periodicals less, participated in the teaching and scientific research activities or teaching in Mathematics problem solving The number of research projects is not much; in the field of subject teaching knowledge, the master of mathematics education has no systematic knowledge and lack of theoretical guidance for the teaching of problems. The master of mathematics education is lacking in the knowledge of the subject teaching, especially the knowledge about the students when the problem is solved; the master of mathematics education does not combine the students with the students in explaining the exercises. To explain the characteristics of the solution of learning problems, most of the master of mathematics education is more concerned with the systematicness of the exercises. In view of the above reasons, the author puts forward the corresponding countermeasures from two aspects: Teachers' teaching of master of mathematics education and master of mathematics education for mathematics problem solving in high school. Carry out teaching activities (including pedagogy, teaching skills, teaching practice directed by teachers, simulation classes, teaching skills competitions, etc.) to promote high school mathematics problems (including pedagogy, teaching skills, teaching skills, and so on); an increase in the teaching of mathematics in mathematics education for master of mathematics in PCK (such as adding courses on student knowledge and explaining related knowledge. " The course is to optimize the teaching of PCK. For teachers, proper adjustment of classroom teaching mode (such as increasing practical courses, flexible teaching methods, specific assignments under class), and actively carrying out teaching and scientific research projects on solving mathematical problems. On the personal development strategy of Mathematics Education Master's personal development strategy, we should pay attention to the study of education and teaching skills; and strengthen the discussion with others. The knowledge of mathematical problems in high school; a conscious integration of subject knowledge, teaching knowledge, and knowledge about students; a careful consideration and generalization should be given to various problems in high school mathematics; to explain and reflect on PCK knowledge in high school mathematics to explain and reflect on self teaching; should increase reading. The problem explains PCK's books and periodicals; should take part in teaching research activities or teaching research projects about solving mathematical problems; explain the problems with high school students' problems when explaining the problems; grasp the opportunity of practice. In each strategy, the specific and operable teaching steps are given in combination with the knowledge of Mathematics problem solving in high school. Sudden.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6;G643

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