高中数学新手型教师与专家型教师MPCK的比较研究

发布时间：2018-07-27 17:33

【摘要】：学科教学知识(简称PCK)是美国学者Shulman针对教师学科知识和教学知识分离的现象提出的,这也是最能区分教师间差异的知识领域。在Shulman之后许多国内外学者从多个角度对PCK进行了探讨,对数学学科教学知识(简称MPCK)的探究就是从学科的视角。对学科教学知识的深入研究的主要意义在于能够不断推进教师专业发展,提高教育质量。本文正是基于教师专业化的要求、新课程改革的呼唤以及自身对教育的追求的背景下,提出本研究——高中数学新手与专家型教师MPCK的对比研究。本文通过文献研究法、案例研究法、课堂观察法以及访谈研究法这四种研究方法对三组高中数学新手型教师、专家型教师在MPCK上的差异进行比较研究,并针对高中数学新手型教师和在校数学师范生给出一些可行性的建议。通过比较得出高中数学新手型教师与专家型教师在MPCK的六个方面:关于教学目的知识、关于数学内容知识、关于内容组织知识、关于学生理解的知识、关于效果反馈的知识以及关于教学策略的知识上的差异和专家型教师MPCK的特点,并提出以下建议:对新手型教师的建议有:(1)深入研究教材,为提升MPCK打下基础;(2)备课环节结合可专家型教师MPCK的特点,采用备课十问;(3)空余时间多研究中高考题,提升专业技能;(4)积极参加教研活动,汲取专家型教师经验;(5)定期参加教师培训,提升学科教学知识;(6)自觉进行教学反思,促进教师MPCK的深化和内化;对师范生培养的建议有:(1)理论方面:包括阅读教育类和数学类专业书籍、观看优秀教师课堂录像以及通过网络、同学交流、云课堂等形式提升运用信息技术的能力;(2)实践方面:采用理论-实践-综合反思-理论-实践-专业提升循环方式并适当地延长教育实习的时间,教育实践形式可多样化,参加微格教学、校园专家讲座以及教学技能比赛等。
[Abstract]:Subject teaching knowledge (PCK) is proposed by American scholar Shulman in view of the phenomenon that teachers' knowledge is separated from teaching knowledge, which is also the field of knowledge that can distinguish teachers' differences. After Shulman, many scholars at home and abroad have discussed PCK from many angles, and the exploration of mathematics teaching knowledge (MPCK) is from the perspective of subject. The main significance of the in-depth research on the subject teaching knowledge lies in the continuous promotion of teachers' professional development and the improvement of educational quality. Based on the requirement of teacher specialization, the call of new curriculum reform and the pursuit of education, this paper puts forward a comparative study of MPCK between novice mathematics and expert teacher in senior high school. This paper makes a comparative study on the differences of three groups of high school mathematics novice teachers and expert teachers on MPCK through four research methods: literature research, case study, classroom observation and interview research. At the same time, some feasible suggestions are given for the novice mathematics teachers in senior high school and the students in mathematics normal school. Through comparison, it is concluded that there are six aspects of MPCK between novice mathematics teachers and expert teachers in senior high school: the knowledge of teaching purpose, the knowledge of mathematics content, the knowledge of content organization, the knowledge of students' understanding. The difference of knowledge about effect feedback and teaching strategy and the characteristics of expert teacher MPCK are put forward. The following suggestions are put forward: (1) deeply study the teaching material; In order to improve the MPCK lay the foundation; (2) prepare lessons the link to combine the characteristic of the expert type teacher MPCK, adopt prepare the lesson 10 questions; (3) spare time more research middle school entrance examination questions, promote the specialized skill; (4) participate in the teaching and research activity actively, Learn from the experience of expert teachers, (5) regularly participate in teacher training, improve the subject teaching knowledge, (6) consciously teaching reflection, promote the deepening and internalization of teachers' MPCK; The suggestions for the training of normal school students are as follows: (1) theoretical aspects: reading educational and mathematics major books, watching excellent teachers' video in class and communicating with students through the Internet. (2) practical aspects: adopting the theory-practice-comprehensive reflection-theory-practice-professional promotion cycle and appropriately prolonging the time of educational practice, the forms of educational practice can be diversified. Participate in microteaching, campus expert lectures and teaching skills competitions.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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