广东省小学数学教师MPCK的调查与分析

发布时间：2018-02-27 01:37

  本文关键词： 数学学科教学知识(MPCK) 学科教学知识(PCK) 教师知识评价 教师特征变量 小学数学教师　出处：《华东师范大学》2016年博士论文　论文类型：学位论文

【摘要】：数学学科教学知识(MPCK)是影响数学教与学的关键因素,是衡量数学教师专业发展的核心指标。对数学教师的MPCK现状进行实证研究,不仅符合当前国际数学教育研究的发展方向,更是深化我国数学教学和教师教育改革的迫切要求,具有重要的学术价值、实践价值和政策意义。本研究旨在对广东省小学数学教师MPCK现状进行调查与分析,主要研究两个方面问题：一个是小学数学教师MPCK调查工具研制,另一个是小学数学教师MPCK现状探究。后一个问题又被分解为3个子问题：(1)小学数学教师MPCK的总体状况如何?在三个维度有何具体表现?(2)不同地区(区县之间、城乡之间)小学数学教师MPCK是否存在差异?(3)教师特征变量(性别、年龄、学历、学科背景、教龄、小学数学教龄、职称、任教年级经历)对小学数学教师MPCK是否存在影响?本研究建立了《小学数学教师MPCK调查问卷》,该工具主要具有三个特点：1.适用于大样本研究；2.调查内容的覆盖面广；3.具有本土化特征。采用问卷调查和个别访谈两种方法对研究问题进行探究,得到如下主要结论：1.小学数学教师MPCK的内容维度相对最为薄弱；2.小学数学教师MPCK存在着显著的省域和市域差异；3.城乡结合部和农村小学数学教师MPCK发展是薄弱环节；4.年龄、学历和任教年级经历对小学数学教师MPCK具有显著影响；5.性别、学科背景、教龄和职称对小学数学教师MPCK没有显著影响。根据以上研究结论,对教师政策制定、教师教育课程重建和教师管理制度改革等提出四条建议：1.加强省级统筹力度,缩小教师专业发展的地区差异；2.重构小学数学教师教育课程内容,促进教师MPCK发展；3.改进教师管理制度,保障各类小学数学教师专业成长机会；4.实行更开放的教师政策,吸收不同专业背景人员进入小学数学教师队伍。
[Abstract]:Mathematics teaching knowledge is the key factor that affects mathematics teaching and learning, and it is the core index to measure the professional development of mathematics teachers. The empirical study on the present situation of mathematics teachers' MPCK not only accords with the development direction of the international mathematics education research, but also the key factor of mathematics teaching and learning. It has important academic value, practical value and policy significance. The purpose of this study is to investigate and analyze the present situation of MPCK of primary school mathematics teachers in Guangdong Province. This paper mainly studies two problems: one is the development of primary school mathematics teachers' MPCK investigation tool, the other is the current situation of primary school mathematics teachers' MPCK. The latter question is decomposed into three sub-questions: 1) what is the overall situation of MPCK? What are the three dimensions? (2) are there differences in MPCK among primary school math teachers in different regions (districts and counties, between urban and rural areas)? (3) do teachers' characteristic variables (sex, age, academic background, academic background, teaching years, primary school mathematics teaching years, professional titles, teaching experience) have any influence on MPCK of primary school mathematics teachers? This study established the MPCK questionnaire for Primary School Mathematics Teachers. The tool has three characteristics: 1.It is suitable for large sample research 2.The coverage of the survey content is wide and local. 2. The questionnaire and individual interview are adopted. To explore the problem, The main conclusions are as follows: 1.The content dimension of MPCK of primary school mathematics teachers is relatively weak 2.There are significant differences between provincial and city regions in MPCK of primary school mathematics teachers 3.The MPCK development of primary school mathematics teachers in urban and rural areas and rural areas is a weak link. Education and grade experience have significant influence on MPCK of primary school mathematics teachers. Gender, subject background, teaching age and professional title have no significant influence on MPCK of primary school mathematics teachers. Reform of teacher education curriculum and teacher management system. 1. Strengthen provincial coordination and reduce the regional differences in teachers' professional development. 2. Reconstruct the curriculum content of primary school mathematics teacher education. 3. To improve the teacher management system and ensure the professional growth opportunities of all kinds of primary school mathematics teachers. 4. To implement a more open teacher policy and attract people from different professional backgrounds to join the elementary school mathematics teachers.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G623.5
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本文编号：1540596