免费师范生数学专业素质发展研究

发布时间：2018-05-02 00:36

本文选题：免费师范生 + 数学专业素质　；参考：《华中师范大学》2012年硕士论文

【摘要】：新一轮的中学数学课程改革的实施对中学数学教师以及师范生提出了更高的标准和要求。师范生数学专业素质是影响数学课程实施的重要因素之一,但是并非所有师范生的数学专业素质不能够满足数学教育及数学教育改革发展的需要。本论文是在免费师范生政策实施的背景下,研究免费师范生数学专业素质的发展。本论文主要采取了调查研究和理论阐释的方式探讨了师范生数学专业素质的构成要素及其关系；探索并揭示发展师范生数学专业素质的关键因素；探索数学专业素质的发展路径；为促进免费师范生数学专业素质发展提出一些合理化建议。本文进行了以下几个方面的研究。首先,在文献研究的基础上界定了数学专业素质等核心概念,数学专业素质包括数学知识、数学能力、数学情意三个维度。数学专业素质的五种主要发展来源为学术性学习活动、教师教育类学习实践、课外学习活动、中小学学习数学的经历、自我反思。其次,结合理论资料、访谈讨论、初步项目分析的基础上编制了关于免费师范生数学专业素质发展的调查问卷。采用分层随机抽样的方式对六所部属师范院校数学与应用数学专业2008、2009和2010级共890名免费师范生进行了问卷调查。再次,通过SPSS18.0进行差异分析、主成分分析、回归分析、路径分析结合理论研究,得出了本论文的主要研究结论。(1)数学知识是基础,数学能力是核心,数学情意是动力；(2)五种来源在发展数学专业素质时的作用大小依次为教师教育类学习实践、课外学习活动、学术性学习活动、自我反思和中小学学习数学的经历；(3)上述五种来源之间存在着显著的正相关,即它们相互作用,促进数学专业素质的发展；(4)不同来源的作用大小在性别、年级和学校间存在一定的差异。最后,要有效的发展数学与应用数学专业免费师范生的数学专业素质,需要进一步作出如下转变：(1)加强不同来源对数学专业素质各个维度的强化作用。(2)采取有效措施推动数学知识、数学能力和数学情意之问的相互作用和转化。(3)尊重男生女生的身心发展差异,拟定并实施针对性的培养方案。(4)重视师范生课外学习生活,积极开发第二课堂。(5)认真对待教师教育实践课程和教学实习。(6)建立师范院校间的常态交流,促进免费师范生享有更多的优秀学习资源。
[Abstract]:The implementation of the new round of middle school mathematics curriculum reform has put forward higher standards and requirements for middle school mathematics teachers and normal students. The mathematics professional quality of normal school students is one of the important factors that influence the implementation of mathematics curriculum, but not all normal students' mathematics professional quality can not meet the needs of mathematics education and the reform and development of mathematics education. This paper studies the development of mathematics professional quality of free normal students under the background of implementing the policy of free normal students. This paper mainly adopts the way of investigation and theoretical explanation to probe into the constituent elements and their relations of mathematics professional quality of normal school students, to explore and reveal the key factors of developing the mathematics professional quality of normal school students. This paper explores the development path of mathematics specialty quality and puts forward some reasonable suggestions for promoting the development of mathematics specialty quality of free normal school students. This article has carried on the following several aspects research. Firstly, on the basis of literature research, this paper defines the core concepts of mathematics professional quality, which includes three dimensions: mathematical knowledge, mathematical ability and mathematical sentiment. The five main development sources of mathematics professional quality are academic learning activities, teachers' educational learning practices, extracurricular learning activities, mathematics learning experiences in primary and secondary schools, and self-reflection. Secondly, on the basis of theoretical data, interview discussion and preliminary project analysis, a questionnaire about the development of mathematics professional quality of free normal school students is compiled. A questionnaire survey was conducted among 890 students of mathematics and applied mathematics in six subordinate normal colleges and universities by stratified random sampling in 20082009 and 2010. Thirdly, through SPSS18.0 difference analysis, principal component analysis, regression analysis, path analysis combined with theoretical research, the main conclusion of this paper is that mathematical knowledge is the foundation, mathematical ability is the core. The function of five kinds of sources in the development of mathematics professional quality is as follows: teacher education learning practice, extracurricular learning activities, academic learning activities, etc. (3) there is a significant positive correlation between the five sources mentioned above, that is, they interact to promote the development of mathematics professional quality. There are certain differences between grades and schools. Finally, in order to effectively develop mathematics and applied mathematics majors of free normal students mathematics professional quality, Need to make the following further changes: 1) strengthen the enhancement of different sources on the various dimensions of mathematics professional diathesis. Take effective measures to promote mathematical knowledge. The interaction and transformation of mathematics ability and mathematical sentiment. 3) respecting the difference of physical and mental development of boys and girls, drawing up and implementing targeted training programs. 4) attaching importance to the extracurricular study and life of normal school students. Actively develop the second classroom. 5) take the teacher education practice curriculum and teaching practice seriously. 6) establish the normal exchange between normal colleges and universities, and promote the free normal students to enjoy more excellent learning resources.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652.0;G633.6

【引证文献】