初中数学经验教师和新手教师的PCK及其对课堂提问的影响的研究

发布时间：2018-10-18 11:08

【摘要】：教师的学科教学知识即PCK已经成为衡量教师专业水平的方式,而课堂提问是数学教学中主要的互动形式,教师能否进行高质量的提问并引导学生解决问题是非常重要的,但目前教师的提问仍存在诸多问题。因此本文尝试通过课堂提问来探究初中数学经验教师和新手教师的PCK及其对课堂提问产生的影响,并为教师发展提供相应的建议。本文先通过问卷调查得到初中数学经验教师与新手教师的PCK现状,再通过访谈、课堂观察、问卷等分析他们在课前提问设计、提问实施及提问效果的情况,总结两种教师的PCK对整个课堂提问的影响。研究的主要问题有:经验教师与新手教师的数学学科教学知识现状是什么,他们的PCK对教师的提问设计、提问实施、提问效果产生哪些影响。问卷调查结果显示经验教师的PCK各个成分知识的得分都比新手教师高,在教学目标知识、数学内容知识、理解学生的知识、教学策略知识、内容组织知识方面相差较大。在效果反馈知识指标中掌握程度都是中等,说明都需要加强,而新手教师尤其要加强各方面的知识。经研究发现:在课前,4位教师中只有一位新手教师有做具体的提问设计,得到该教师的教学目标知识、内容组织知识、学生理解的知识不扎实会导致教师设计的提问目的性不强、顺序不够合理、较少能暴露出学生的问题;在提问实施中,经验教师的PCK更丰富,更能把问题讲清楚,越能快速找到学生的易错点和易惑点、提问的条理性更清楚,更善于通过问题串等多种方法来启发学生,并在提问中体现的更多;在课后提问效果的调查结果显示,经验教师的PCK更丰富,学生参与问题的积极性更高,回答问题更准确,理解问题更深刻。并且还发现公开课中2位新手教师的提问所体现的PCK更丰富,提问效果更好。最后根据个案研究及访谈的分析结果,针对初中数学教师的PCK发展提出一些建议:重视教师PCK知识的发展;教师应重视课前提问设计;教师应该把每一节日常课都当作公开课。
[Abstract]:The subject teaching knowledge of teachers, that is, PCK, has become the way to measure teachers' professional level, and classroom questioning is the main interactive form in mathematics teaching. It is very important for teachers to ask questions of high quality and guide students to solve problems. However, there are still many problems in teachers' questions. Therefore, this paper attempts to explore the PCK of junior high school mathematics experienced teachers and novice teachers and its impact on classroom questioning through classroom questioning, and provide corresponding suggestions for the development of teachers. This paper first obtains the PCK status of junior high school mathematics experienced teachers and novice teachers by questionnaire, then through interviews, classroom observation, questionnaire and so on, analyzes their pre-class question design, the question implementation and the question effect. Summarize the influence of PCK of two teachers on the whole classroom questioning. The main problems of the research are: what is the present situation of the teaching knowledge of the mathematics subject between the experienced teachers and the novice teachers, their PCK influences the teachers' question design, the question implementation, and the effect of the question. The results show that the scores of PCK knowledge of experienced teachers are higher than that of novice teachers, and there are great differences in teaching objective knowledge, mathematics content knowledge, understanding students' knowledge, teaching strategy knowledge and content organization knowledge. The degree of mastery in the knowledge index of effect feedback is medium, which means that it needs to be strengthened, especially for the novice teachers. It is found that before class, only one of the four novice teachers has made a specific question design to obtain the teacher's knowledge of teaching objectives and content organization. If the students' understanding of knowledge is not solid enough, it will lead to a lack of objective, unreasonable order and less exposure of students' problems. In the practice of questioning, the PCK of experienced teachers is more abundant, and the problems can be explained more clearly. The faster you can find the students' error-prone points and puzzling points, the clearer the organization of the questions, the better at enlightening the students through a variety of methods, such as question strings, and the more they can reflect in the questioning; the results of the investigation on the effectiveness of questioning after class show that, The PCK of the experienced teachers is more abundant, the students are more active in participating in the questions, the answering questions are more accurate, and the understanding questions are more profound. It is also found that the two novice teachers in the open class reflect more abundant PCK and better questioning effect. Finally, according to the results of case study and interview, this paper puts forward some suggestions on the development of PCK for junior high school mathematics teachers: pay attention to the development of teachers' PCK knowledge; teachers should attach importance to the design of questions before class; teachers should regard every daily lesson as an open lesson.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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