基于学生发展的高中数学教师专业发展研究

发布时间：2018-12-12 02:12

【摘要】：受传统数学教学理念的影响,数学教师是教师队伍中的一个重要群体,甚至由于高考,使得高中数学教师受到远比初小数学教师更多的关注与期待。教师专业发展是改善教学质量的有效途径之一,也是促进学生成长的众多变量之一。所以,有效促进高中数学教师的专业发展就势必要从学习者的视角出发,深入了解学生的发展状况与需要。本论文研究的问题是:高中数学教师专业发展与学生发展之间是否存在交互的影响关系,对学生发展产生影响的高中数学教师专业发展指标有哪些,以及如何达到促进学生成长从而提高教师专业发展的目的。围绕以上三个问题,笔者就高中数学教师专业发展与学生发展之间的有关联系,对延安地区12位教师做了个别访谈,并设计了“对学生发展产生影响的高中数学教师专业发展指标的问卷调查”,对延安地区30位高中数学教师进行了问卷调查;同时,利用AHP这一定性定量相结合的方法,将高中数学教师专业发展的主要方面及指标归结为4个准则,20个指标,从学生发展的角度,整理、建立了评价模型,试图量化高中数学教师专业发展各方面及各指标的影响程度或贡献率的大小。研究发现:高中数学教师的专业发展与学生的发展之间确实存在着一种交互的、辩证的影响关系,即:(1)学生需要有所发展的方面是高中教师需要增强专业发展的方面;(2)高中数学教师的专业发展最终是为了促进学生个体的成长。通过计算层次结构图各级成对比较矩阵,并利用MATLAB软件获得了高中数学教师专业发展20个指标的总权重。根据模型的求解结果,由此可以得出:从学生发展的视角看,专业知识仍然是高中数学教师专业发展的重要基础,对专业发展的影响程度最大,专业能力和专业精神的影响紧追其后;相比较而言,高中数学教师个人修养对其专业发展的贡献率最小,表明了我们的教师关于个人修养对其专业发展影响的认识还有欠缺。可以说这一结果是预料之中的事,但也应证了国家主席习近平在同北师大代表座谈时强调“好教师的标准”这一事件的必要性和迫切性。同时,针对模型评价结果,笔者提出了促进学生发展以期促进高中数学教师专业发展的几点建议,从而为教师在面对学生发展问题时能够正确的优先采取有效的专业发展对策提供参考。
[Abstract]:Under the influence of traditional mathematics teaching concept, mathematics teachers are an important group of teachers. Even because of the college entrance examination, senior high school mathematics teachers are paid more attention and expectation than junior and junior mathematics teachers. Teacher professional development is one of the effective ways to improve teaching quality and one of the variables to promote students' growth. Therefore, to effectively promote the professional development of mathematics teachers in senior high schools, it is necessary to understand the development and needs of students from the perspective of learners. The problems of this thesis are: whether there is an interactive relationship between the professional development of high school mathematics teachers and the students' development, and what are the indicators of the professional development of senior high school mathematics teachers that have an impact on the students' development? And how to promote the growth of students and improve the professional development of teachers. Focusing on the above three questions, the author has made individual interviews with 12 teachers in Yanan area on the relationship between the professional development of senior high school mathematics teachers and the development of students. And designed a questionnaire survey of professional development indicators of senior high school mathematics teachers, which has an impact on students' development, and conducted a questionnaire survey on 30 senior high school mathematics teachers in Yan'an area. At the same time, by using the method of qualitative and quantitative analysis of AHP, the main aspects and indicators of mathematics teachers' professional development in senior high school are reduced to 4 criteria and 20 indicators. From the point of view of student development, the evaluation model is established. This paper attempts to quantify all aspects of senior high school mathematics teachers' professional development and the influence degree or contribution rate of each index. It is found that there is a kind of interactive and dialectical relationship between the professional development of high school mathematics teachers and the development of students, that is: (1) the aspect of students' need to develop is the aspect of high school teachers' need to enhance their professional development; (2) the professional development of high school mathematics teachers is to promote the growth of students. By calculating the comparison matrix between different levels of hierarchical structure diagram and using MATLAB software, the total weights of 20 indexes of professional development of senior high school mathematics teachers are obtained. According to the result of solving the model, it can be concluded that from the perspective of student development, professional knowledge is still an important basis for the professional development of senior high school mathematics teachers, and has the greatest influence on the professional development. The influence of professional ability and professionalism keep up with each other; By comparison, the contribution rate of mathematics teachers' personal accomplishment to their professional development is the least, which indicates that our teachers' understanding of the influence of personal accomplishment on their professional development is still deficient. It can be said that the result is expected, but it should also confirm the necessity and urgency of President Xi Jinping stressing the "standards of good teachers" in a meeting with representatives of Beijing normal University. At the same time, according to the evaluation results of the model, the author puts forward some suggestions to promote the development of students in order to promote the professional development of senior high school mathematics teachers. Therefore, teachers can give priority to taking effective professional development countermeasures in the face of students' development problems.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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