基于思维导图的高中青年数学教师概率统计实体性知识研究
发布时间：2018-10-29 21:01
【摘要】：在教师专业化发展中占有重要地位的实体性知识正受到越来越多的国内外学者关注,相比国外的研究情况,国内对实体性知识的研究则显得比较冷清。而关注教师实体性知识掌握情况的研究更为缺乏。在这样的研究背景下我们提出本文的研究问题:高中数学教师到底具备什么样的实体性知识?在解决问题之前,我们通过查阅国内外有关实体性知识的研究文献,结合高中数学知识的特点总结出实体性知识的三个特征:(1)实体性知识是教师个体对学科内容理解的深度;(2)实体性知识是教师个体对学科内容理解的宽度;(3)实体性知识是教师个体对学科内容结构化的程度。由于实体性知识具有默会性,不能脱离具体的内容作为研究对象,本文选用在高中数学中占有重要地位的概率统计作为知识载体来研究实体性知识。而青年教师又是教师队伍的基石,因此本文的研究问题转化为:高中青年数学教师是否缺乏概率统计的实体性知识?根据实体性知识的特征,我们从三个维度(理解的深度、理解的宽度、结构化程度)来评测高中数学青年教师实体性知识掌握的情况。由于实体性知识具有默会性,根据国外对默会知识的评测经验,我们选用思维导图作为测评工具。从实体性知识的三个维度对高中数学青年教师概率统计实体性知识的掌握情况进行量化,从而得到高中数学青年教师概率统计实体性知识的水平。根据测评我们得到主要以下结论:(1)在理解的深度上,高中数学教师基本上能够达到水平2、3;教师与教师之间的差距比较小。(2)在结构化程度上,大部分教师能够达到水平3;教师整体的结构化程度不高,缺乏对概率统计的整体认识。(3)在理解的宽度上,教师与教师之间水平跨度比较大,大部分教师在理解的宽度上只能够达到水平2,教师对概率统计知识的认识不够全面。从结论中可以看出高中数学教师缺乏概率统计实体性知识,根据这样的事实本文提出针对理解的深度、理解的宽度以及结构化程度提出相应的措施。比如通过“二次”学习加深对概率统计概念的理解,通过多次构造思维导图加强对概率统计知识结构的巩固,通过广泛涉猎与概率统计相关的知识内容来提高教师自身对概率统计理解的宽度。
[Abstract]:More and more scholars at home and abroad are paying attention to the substantial knowledge which plays an important role in the development of teacher specialization. However, there is a lack of research on the mastery of teachers' substantive knowledge. In this research background, we put forward the research question: what kind of substantial knowledge does the senior high school mathematics teacher have? Before we solve the problem, we look up the research literature on substantive knowledge at home and abroad. Combined with the characteristics of mathematics knowledge in senior high school, three characteristics of entity knowledge are summarized: (1) entity knowledge is the depth of teachers' understanding of subject content; (2) entity knowledge is the width of the teacher's individual understanding of the subject content, (3) entity knowledge is the degree of the teacher's individual structuring the subject content. Because of the tacit nature of the entity knowledge, it can not be separated from the concrete content as the research object. This paper chooses probability statistics, which plays an important role in senior high school mathematics, as the knowledge carrier to study the entity knowledge. The young teachers are the cornerstone of the teaching team, so the research question in this paper is: do the young mathematics teachers in senior high school lack the substantial knowledge of probability and statistics? According to the characteristics of substantive knowledge, we evaluate the grasp of substantive knowledge of young high school mathematics teachers from three dimensions (depth of understanding, width of understanding, structured degree). Due to the tacit nature of substantive knowledge, according to the evaluation experience of tacit knowledge abroad, we choose the thinking map as the evaluation tool. From the three dimensions of entity knowledge, the paper quantifies the grasp of substantive knowledge of young mathematics teachers in senior high school, and obtains the level of probability and statistics of entity knowledge of senior high school mathematics young teachers. According to the evaluation, we get the following conclusions: (1) in depth of understanding, senior high school mathematics teachers can basically reach the level of 2 / 3; The gap between teachers and teachers is small. (2) most teachers can reach level 3; The structure of teachers as a whole is not high, lack of overall understanding of probability and statistics. (3) in the width of understanding, the horizontal span between teachers and teachers is relatively large, most teachers can only reach level 2 in the width of understanding. Teachers' knowledge of probability and statistics is not comprehensive enough. It can be seen from the conclusion that the mathematics teachers in senior high school lack the substantial knowledge of probability and statistics. According to this fact, this paper puts forward the corresponding measures for the depth of understanding, the width of understanding and the degree of structurization. For example, through "quadratic" learning to deepen the understanding of the concept of probability and statistics, through the construction of thinking maps to strengthen the consolidation of probability and statistics knowledge structure, In order to improve the width of teachers' understanding of probability and statistics, a wide range of knowledge related to probability and statistics is studied.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
本文编号：2298816
[Abstract]:More and more scholars at home and abroad are paying attention to the substantial knowledge which plays an important role in the development of teacher specialization. However, there is a lack of research on the mastery of teachers' substantive knowledge. In this research background, we put forward the research question: what kind of substantial knowledge does the senior high school mathematics teacher have? Before we solve the problem, we look up the research literature on substantive knowledge at home and abroad. Combined with the characteristics of mathematics knowledge in senior high school, three characteristics of entity knowledge are summarized: (1) entity knowledge is the depth of teachers' understanding of subject content; (2) entity knowledge is the width of the teacher's individual understanding of the subject content, (3) entity knowledge is the degree of the teacher's individual structuring the subject content. Because of the tacit nature of the entity knowledge, it can not be separated from the concrete content as the research object. This paper chooses probability statistics, which plays an important role in senior high school mathematics, as the knowledge carrier to study the entity knowledge. The young teachers are the cornerstone of the teaching team, so the research question in this paper is: do the young mathematics teachers in senior high school lack the substantial knowledge of probability and statistics? According to the characteristics of substantive knowledge, we evaluate the grasp of substantive knowledge of young high school mathematics teachers from three dimensions (depth of understanding, width of understanding, structured degree). Due to the tacit nature of substantive knowledge, according to the evaluation experience of tacit knowledge abroad, we choose the thinking map as the evaluation tool. From the three dimensions of entity knowledge, the paper quantifies the grasp of substantive knowledge of young mathematics teachers in senior high school, and obtains the level of probability and statistics of entity knowledge of senior high school mathematics young teachers. According to the evaluation, we get the following conclusions: (1) in depth of understanding, senior high school mathematics teachers can basically reach the level of 2 / 3; The gap between teachers and teachers is small. (2) most teachers can reach level 3; The structure of teachers as a whole is not high, lack of overall understanding of probability and statistics. (3) in the width of understanding, the horizontal span between teachers and teachers is relatively large, most teachers can only reach level 2 in the width of understanding. Teachers' knowledge of probability and statistics is not comprehensive enough. It can be seen from the conclusion that the mathematics teachers in senior high school lack the substantial knowledge of probability and statistics. According to this fact, this paper puts forward the corresponding measures for the depth of understanding, the width of understanding and the degree of structurization. For example, through "quadratic" learning to deepen the understanding of the concept of probability and statistics, through the construction of thinking maps to strengthen the consolidation of probability and statistics knowledge structure, In order to improve the width of teachers' understanding of probability and statistics, a wide range of knowledge related to probability and statistics is studied.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
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