数学学科教学知识的建构及实践研究

发布时间：2019-06-09 12:33

【摘要】：随着我国经济和科学技术的发展,以及人们长期以来对我国初等教育的质疑,我国推行了新一轮的课程改革。课改的深入推进对数学教师的专业发展提出了更高的要求,面对新形势下的数学教学实践,数学教师的教学知识发展显得尤为重要,与此同时,对教师数学学科教学知识(MPCK)的研究也成为了数学教育研究的热点问题之一。本论文主要结合初中数学数与代数模块数与式、方程与不等式部分的教学,通过对文献研究法、实证研究法等方式完成数据的收集,并在此基础上对数据进行整理和分析,研究新手教师从师范大学毕业以后是如何积累和发展其自身的数学学科教学知识的,以及在他们在初登讲台的前几年内主要积累了哪些数学学科教学知识,以及这些数学学科教学知识对于他们今后的发展具有怎样的作用。通过研究发现,在初登讲台的前五年以内,刚从师范大学毕业的新手教师积累最多的是特定教学内容该如何进行表述、呈现和解释,以使学生更容易接受和理解的知识,具体体现为新手教师的教学材料的选取、课堂话语策略、教学活动的设计能力有了很大的提高,而新手教师的MPCK的获得主要依赖于教师自身的教学经验和反思(包括常规工作中的教学设计,经过反思后的教学设计的优化)、与同事的交流(包括常规工作中的听课学习、老教师的评课建议)、以及专业培训(包括教学理念、教学模式、教学策略等专家讲座学习),其中经常进行教学反思(包括教后反思、听后反思、评后反思),从而对教学进行优化,对新手教师的MPCK的积累作用最大,是新手教师快速积累MPCK的有效途径。通过研究,建议师范大学在师范生教育中应加强对教师技能的培训,加强师范教育与中小学初等教育的联系,开设有师范特色的专业课程,例如开设数学教学设计,中小学数学课标解读,数学教学理念等具有实用性的课程。
[Abstract]:With the development of economy, science and technology in our country, as well as the questioning of primary education in our country for a long time, a new round of curriculum reform has been carried out in our country. The further promotion of curriculum reform has put forward higher requirements for the professional development of mathematics teachers. In the face of the mathematics teaching practice under the new situation, the development of mathematics teachers' teaching knowledge is particularly important. At the same time, The research on (MPCK) of teachers' mathematics teaching knowledge has also become one of the hot issues in mathematics education research. This paper mainly combines the teaching of mathematical number and algebra module number and formula, equation and inequality in junior middle school, through literature research method, empirical research method and other ways to complete the data collection, and on this basis, collate and analyze the data. This paper studies how novice teachers accumulate and develop their own mathematics teaching knowledge after graduation from normal University, and what mathematics teaching knowledge they mainly accumulated in the first few years of their arrival at the podium. And how the teaching knowledge of these mathematics subjects plays an important role in their future development. Through the study, it is found that within the first five years of the beginning of the podium, the novice teachers who have just graduated from normal University accumulate the most information about how to express, present and explain the specific teaching content, so as to make it easier for students to accept and understand the knowledge. It is embodied in the selection of teaching materials, classroom discourse strategy and the design ability of teaching activities. The acquisition of MPCK of novice teachers mainly depends on teachers' own teaching experience and reflection (including the teaching design in conventional work, the optimization of teaching design after reflection), and the communication with colleagues (including listening to lessons in conventional work. Suggestions for the evaluation of lessons by old teachers), as well as professional training (including teaching ideas, teaching models, teaching strategies and other expert lecture learning), in which teaching reflection (including post-teaching reflection, post-listening reflection, post-evaluation reflection) is often carried out. Thus, the optimization of teaching plays the most important role in the accumulation of MPCK of novice teachers, which is an effective way for novice teachers to accumulate MPCK quickly. Through the research, it is suggested that normal universities should strengthen the training of teachers' skills, strengthen the relationship between teacher education and primary and secondary education, and set up professional courses with normal characteristics, such as mathematics teaching design, in the education of normal students. Primary and secondary school mathematics curriculum standard interpretation, mathematics teaching concept and other practical courses.
【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

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