职前数学教师教学信念转变的研究
发布时间：2019-03-30 17:22
【摘要】：教师教学信念的形成和发展是不断发展变化的,教师教学信念的形成包括职前教育与在职学习两个阶段,而教师的教学信念与我国的未来教育的发展有着举足轻重的影响。那么怎样才能让职前数学教师朝着优秀数学教师教学信念的方向发展呢?因此如何转变职前教师教学信念是教师教学信念研究的一个重要课题。本文通过定性的研究方法,对职前教师的教学设计、课堂实施以及课后教学反思进行观察和引导干预,就如何转变职前数学教师的教学信念展开研究。本文的研究对象为6名数学全日制教育硕士(职前教师)。首先通过访谈对6名职前教师通过一年的教育理论学习和相关实习课程之后他们的教学信念现状进行调查;其次,通过课前对职前教师的教学设计进行分析、课后通过录像、访谈以及职前教师的反思来判断职前教师所处的信念水平;最后对比两位职前教师教学信念的改变情况。研究结果表明通过对职前教师的教学设计进行分析、课后通过录像、访谈以及职前教师课后对教学过程中的问题反思进行分析干预可以对职前教师的教学信念产生影响。但是这必须建立在足够时间的教育实习的基础之上。针对本研究的结论以及我国师范教育的现状,建议高校应当适当增加教育实习机会和时间,职前教师作为将来的准教师应该主动积极的提高自己的学科教学知识,为更好的适应教学打下坚实的基础。
[Abstract]:The formation and development of teachers' teaching beliefs are constantly developing and changing. The formation of teachers' teaching beliefs includes two stages: pre-service education and on-the-job learning. However, teachers' teaching beliefs play an important role in the development of future education in China. So how can we make the pre-service mathematics teachers develop towards the teaching belief of excellent mathematics teachers? Therefore, how to change pre-service teachers' teaching beliefs is an important subject in the research of teachers' teaching beliefs. Through qualitative research methods, this paper observes and guides the teaching design, classroom implementation and after-school teaching reflection of pre-service teachers, and makes a study on how to change the teaching beliefs of pre-service mathematics teachers. The research object of this paper is 6 full-time mathematics education masters (pre-service teachers). Firstly, 6 pre-service teachers' teaching beliefs were investigated after one year of teaching theory study and related practical courses through interviews. Secondly, the teaching design of pre-service teachers is analyzed before class, and the belief level of pre-service teachers is judged by video recording, interviews and reflection of pre-service teachers after class. Finally, the changes of teaching beliefs of two pre-service teachers are compared. The results show that the teaching beliefs of pre-service teachers can be influenced by the analysis of pre-service teachers' teaching design, after-school video recording, interviews and after-school intervention of pre-service teachers' reflection on problems in the teaching process. But this must be based on enough time for educational practice. In view of the conclusion of this study and the present situation of normal education in China, it is suggested that colleges and universities should increase the opportunity and time of teaching practice appropriately, and that pre-service teachers, as prospective teachers in the future, should take the initiative to improve their knowledge of subject teaching. In order to better adapt to teaching lay a solid foundation.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6;G652
本文编号：2450313
[Abstract]:The formation and development of teachers' teaching beliefs are constantly developing and changing. The formation of teachers' teaching beliefs includes two stages: pre-service education and on-the-job learning. However, teachers' teaching beliefs play an important role in the development of future education in China. So how can we make the pre-service mathematics teachers develop towards the teaching belief of excellent mathematics teachers? Therefore, how to change pre-service teachers' teaching beliefs is an important subject in the research of teachers' teaching beliefs. Through qualitative research methods, this paper observes and guides the teaching design, classroom implementation and after-school teaching reflection of pre-service teachers, and makes a study on how to change the teaching beliefs of pre-service mathematics teachers. The research object of this paper is 6 full-time mathematics education masters (pre-service teachers). Firstly, 6 pre-service teachers' teaching beliefs were investigated after one year of teaching theory study and related practical courses through interviews. Secondly, the teaching design of pre-service teachers is analyzed before class, and the belief level of pre-service teachers is judged by video recording, interviews and reflection of pre-service teachers after class. Finally, the changes of teaching beliefs of two pre-service teachers are compared. The results show that the teaching beliefs of pre-service teachers can be influenced by the analysis of pre-service teachers' teaching design, after-school video recording, interviews and after-school intervention of pre-service teachers' reflection on problems in the teaching process. But this must be based on enough time for educational practice. In view of the conclusion of this study and the present situation of normal education in China, it is suggested that colleges and universities should increase the opportunity and time of teaching practice appropriately, and that pre-service teachers, as prospective teachers in the future, should take the initiative to improve their knowledge of subject teaching. In order to better adapt to teaching lay a solid foundation.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6;G652
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