初中数学教师教科书使用水平研究

发布时间：2018-05-05 22:18

本文选题：初中数学教师 + 教科书使用水平　；参考：《鲁东大学》2017年硕士论文

【摘要】：教科书和教师是课程实施的两个重要方面:教科书是课程标准具体化的产物,也是教学活动中的主要资源,教学活动的顺利进行离不开教科书;在教学活动中教师是教科书使用的主体之一,教师需要利用教科书确定教学内容、制定教学计划、并根据教学实际优化课堂教学。教师作为课程实践者,是实现教科书课程价值的关键,其在教学中对教科书的理解和使用水平直接影响着课程实施的质量和教学的效果。教师教科书使用方面的研究是一项复杂、困难的工程,目前国内研究起步时间较晚,研究成果比较少。通常研究教科书的使用有两个视角:其一是教材规划和编写专家的角度;其二是授课教师教学的角度。本研究基于教师课堂教学的角度,通过调查,了解了当前烟台几所中学初中数学教师使用教科书的情况,分析了教师使用教科书的特点和整体水平,期望为教材研究与教学研究提供一些借鉴。本研究选用的方法包括文献研究法、问卷调查法、课堂观察法以及课后访谈法。本研究整体上依据孔凡哲、严家丽等构建的“教科书使用水平模型”,确定研究的具体内容和方法。首先,依据构建的教师教科书使用水平研究框架,改编和设计调查问卷,并用该问卷调查了烟台市4所初中学校数学教师使用教科书的情况,分析了这几所学校的数学教师对教科书的整体认识。调查发现:大多数教师能够认识到教科书的价值和作用,能够根据实际情况灵活地使用教科书;然而,仅有不足半数的教师能够从课程的层面上去认识和理解教科书;教师们普遍地缺乏对于使用教科书方面的反思意识。其次,为了深入地了解初中数学教师的教科书使用水平,在调查中,随机选取三名初中数学教师进行课堂实录加课后访谈的模式,对其使用教科书的水平进行测定。这样进一步了解了教师对于教科书的认识、使用方面的一些关键信息,从而能够更加准确地测定其使用教科书的水平。最后,基于相关文献中教科书研究的成果,结合本调查结果的分析,对教师在使用教科书的过程中存在的一些问题,提出相关的建议。具体包括:一、教师应该认真地研究课程标准;二、教学要适应学生的实际;三、教师对教科书的使用要体现出一定的创造性,体现为深入地解读其设计的意图;从整体上把握教科书的结构;并且要做到科学地处理其内容;四、合理利用各种课程和教学资源;五、提高教师的教学反思意识。
[Abstract]:Textbooks and teachers are two important aspects of curriculum implementation: textbooks are the product of the materialization of curriculum standards and the main resources in teaching activities, and the smooth progress of teaching activities cannot be separated from textbooks; In teaching activities, teachers are one of the main bodies of textbook use. Teachers need to use textbooks to determine teaching contents, formulate teaching plans, and optimize classroom teaching according to teaching practice. As a course practitioner, teachers are the key to realize the value of textbook curriculum. The level of understanding and use of textbooks in teaching has a direct impact on the quality of curriculum implementation and the effect of teaching. The research on the use of teachers' textbooks is a complex and difficult project. There are usually two perspectives to study the use of textbooks: one is from the perspective of textbook planning and compiling experts, the other is from the perspective of teaching teachers. Based on the teachers' classroom teaching, this study, through the investigation, has understood the current situation of mathematics teachers' use of textbooks in several middle schools in Yantai, and analyzed the characteristics and overall level of teachers' use of textbooks. It is expected to provide some reference for teaching material research and teaching research. The methods used in this study include literature research, questionnaire survey, classroom observation and after-class interviews. According to the "textbook usage level Model" constructed by Kong Fanzhe and Yan Jiali as a whole, this study determines the specific contents and methods of the study. First of all, according to the research framework of teachers' textbook use level, the questionnaire is adapted and designed, and the use of textbooks by mathematics teachers in four junior middle schools in Yantai City is analyzed. This paper analyzes the mathematics teachers' overall understanding of the textbooks in these schools. The survey shows that most teachers can realize the value and function of textbooks and can use textbooks flexibly according to the actual situation, however, only less than half of teachers can recognize and understand textbooks from the level of curriculum. Teachers generally lack a sense of reflection about the use of textbooks. Secondly, in order to deeply understand the textbook use level of junior high school mathematics teachers, in the investigation, three junior middle school mathematics teachers were randomly selected for classroom record and after-class interviews, and the level of using textbooks was measured. In this way, some key information about teachers' understanding and use of textbooks are further understood, so that the level of using textbooks can be measured more accurately. Finally, based on the results of textbook research in relevant literature and the analysis of the results of this survey, the author puts forward some suggestions on the problems existing in the process of teachers' use of textbooks. The main contents are as follows: first, teachers should study curriculum standards seriously; second, teaching should adapt to the students' reality; third, teachers should be creative in the use of textbooks, which can be reflected in the deep interpretation of their design intention. We should grasp the structure of the textbook from the whole, and deal with its contents scientifically; fourthly, make rational use of various courses and teaching resources; fifthly, improve the teachers' consciousness of teaching introspection.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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