新手教师与经验教师关于复数的MKT的比较研究

发布时间：2018-05-01 06:28

本文选题：MKT + 新手教师　；参考：《华中师范大学》2015年硕士论文

【摘要】：教师是教育质量的关键因素.大量的研究表明,学生课堂学习经历和数学认知在很大程度上受数学教师的知识和技能的影响.目前,提高在职数学教师尤其是职初数学教师的教学和专业发展呼声很高,已然成为教师教育研究的热点问题之一,关于教师知识的研究更是其中重要的研究方向之一.本研究旨在将面向教学的数学知识(MKT)理论与具体的数学内容相结合,以复数为载体,调查新手教师与经验教师的MKT的实然水平,通过比较,突出两者之间的差距,挖掘两者差距的原因,寻求促进新手教师MKT发展的有效途径.本研究选用3名入职不到两年的新手数学教师和1名从教超过10年的经验数学教师,主要采取了问卷调查的研究方法,同时辅以深度访谈、课堂观察等,从专门内容知识、横纵向内容知识、内容与课程的知识、内容与教学的知识、内容与学生的知识五个维度具体调查了两组教师关于复数的面向教学的数学知识,得到如下结果：(1)新手教师关于复数的专门内容知识水平明显低于经验教师,新手教师对复数概念的理解存在缺陷；(2)新手教师关于复数的横纵向内容知识水平与经验教师差距不大,尤其是在纵向维度上,均表现出较低水平,在横向维度上新手教师的水平只略低于经验教师；(3)新手教师关于复数的内容与课程的知识水平明显低于经验教师,新手教师的数学观与经验教师有一定差距,不能深刻理解教材编排的意图；(4)新手教师关于复数的内容与学生的知识水平明显低于经验教师,新手教师还不能正确预知学生的认知困难和错误；(5)新手教师关于复数的内容与教学的知识水平明显低于经验教师,新手教师对数学教学的理解和教学实施上都表现明显不足.根据对以上调查结果的分析,本研究得出如下最终结论：新手教师关于MKT的总体水平不容乐观,明显低于经验教师的MKT水平.根据调查结果与原因分析,给新手教师的MKT水平之提高提出如下建议：(1)在教学之余多阅读数学类、数学教育类专著和数学期刊文献,提高自身的理论知识基础;(2)以“教”的角度重新考查所教内容,合理安排教学内容,选择教学方式；(3)每堂课后对教学设计与教学实施进行反思,并与经验教师交流讨论.
[Abstract]:Teachers are the key factors in the quality of education. A large number of studies show that students' classroom learning experience and mathematical cognition are largely influenced by mathematics teachers' knowledge and skills. At present, improving the teaching and professional development of in-service mathematics teachers, especially the junior mathematics teachers, has become one of the hot issues in the research of teacher education, and the research on teachers' knowledge is one of the important research directions. The purpose of this study is to combine the theory of teaching-oriented mathematics knowledge with the specific mathematical content, to investigate the actual level of MKT of novice teachers and experienced teachers with the plural number as the carrier, and to highlight the gap between the two. Explore the reasons for the gap between the two, and seek an effective way to promote the development of MKT for novice teachers. In this study, three novice mathematics teachers and one experienced mathematics teacher who have been teaching for less than two years were selected. They mainly adopted the research method of questionnaire survey, supplemented by in-depth interview, classroom observation and so on, from the specialized content knowledge. Horizontal and vertical content knowledge, content and curriculum knowledge, content and teaching knowledge, content and students' knowledge are investigated in two groups of teachers' mathematics knowledge about plural teaching. The result is as follows: 1) A novice teacher's knowledge of the plural is significantly lower than that of an experienced teacher. Novice teachers have some defects in understanding the concept of plural number. (2) the level of knowledge about the horizontal and vertical content of plural number is not far from that of experienced teachers, especially in the vertical dimension. In the horizontal dimension, the level of novice teachers is only slightly lower than that of experienced teachers. (3) the level of novice teachers' knowledge about the plural number and curriculum is obviously lower than that of experienced teachers, and there is a certain gap between novice teachers' view of mathematics and experienced teachers. (4) the novice teachers' level of knowledge about the plural and the students' knowledge is obviously lower than that of the experienced teachers. The novice teachers can not correctly predict the students' cognitive difficulties and mistakes. 5) the novice teachers' level of knowledge about the content and teaching of the plural number is obviously lower than that of the experienced teachers, and the novice teachers' understanding of mathematics teaching and teaching implementation are obviously insufficient. Based on the analysis of the above results, this study draws the following final conclusions: the overall level of novice teachers about MKT is not optimistic, and it is obviously lower than the level of MKT of experienced teachers. According to the results of the investigation and the analysis of the reasons, this paper puts forward the following suggestions for the improvement of the MKT level of the novice teachers: (1) reading more mathematics, mathematics education monographs and mathematical periodicals after teaching. (2) to re-examine the teaching content from the angle of "teaching", to arrange the teaching content reasonably, to choose the teaching method and to reflect on the teaching design and teaching implementation after each class, and to exchange discussions with the experienced teachers.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【参考文献】