本文關(guān)鍵詞：河南省農(nóng)村初中數(shù)學(xué)教師專業(yè)知識發(fā)展現(xiàn)狀研究　出處：《河南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 數(shù)學(xué)新課程改革 農(nóng)村初中數(shù)學(xué)教師 教師專業(yè)知識

【摘要】：農(nóng)村初中數(shù)學(xué)教師是教師隊(duì)伍中非常龐大的一個(gè)群體,他們在青春期學(xué)生的學(xué)習(xí)生涯中扮演了較為重要的角色。但反觀農(nóng)村初中數(shù)學(xué)教師參與并實(shí)施數(shù)學(xué)新課改的整體形勢,容易發(fā)現(xiàn)其專業(yè)化進(jìn)程較為緩慢,多方面存在阻力。重新審視農(nóng)村初中數(shù)學(xué)教師的教育理念、知識結(jié)構(gòu)以及技能素質(zhì),尋找問題及差距所在,已成為中學(xué)數(shù)學(xué)課程改革的必需。知識是教師專業(yè)能力成長之根蒂,同時(shí)也是其專業(yè)素養(yǎng)的中樞。教師知識研究的提出與展開,已然成為改進(jìn)農(nóng)村教師專業(yè)發(fā)展最原始的出發(fā)點(diǎn)。選取河南省128名農(nóng)村初中數(shù)學(xué)教師為研究對象,采用文獻(xiàn)研究法和問卷調(diào)查法為主,同時(shí)輔之以訪談研究法,本論文以知識自評量表和問題測驗(yàn)兩種形式圍繞農(nóng)村初中數(shù)學(xué)教師的專業(yè)知識掌握現(xiàn)狀展開調(diào)查,旨在深入了解農(nóng)村初中數(shù)學(xué)教師專業(yè)知識發(fā)展水平與現(xiàn)實(shí)需求,努力構(gòu)建農(nóng)村初中數(shù)學(xué)教師專業(yè)知識結(jié)構(gòu)的理論框架與實(shí)踐模式,為我國農(nóng)村初中數(shù)學(xué)教師提升專業(yè)知識素養(yǎng)提供最優(yōu)化策略與途徑。本研究得到結(jié)論如下:農(nóng)村初中數(shù)學(xué)教師的數(shù)學(xué)學(xué)科知識和數(shù)學(xué)教學(xué)知識相對成熟穩(wěn)固,但對《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)》(2011版)中新增知識普遍陌生;一般教育理論知識和心理學(xué)知識掌握匱乏,成為一線教師最亟待提高的知識。此外,農(nóng)村初中數(shù)學(xué)教師的一般文化知識、現(xiàn)代教育技術(shù)知識等通俗性知識儲備不足。從性別、最高學(xué)歷、任教時(shí)間等背景因素對128名教師的專業(yè)知識進(jìn)行因素分析檢驗(yàn)得到:教師的年齡、教齡和技術(shù)職稱三者之間存在統(tǒng)計(jì)學(xué)意義的相關(guān)。性別和最高學(xué)歷均未對農(nóng)村初中數(shù)學(xué)教師的專業(yè)知識構(gòu)成影響。隨著教齡的逐年增長,教師的本體性知識和實(shí)踐性知識越來越表現(xiàn)出良好,但條件性知識則呈下滑趨勢。
[Abstract]:Rural junior high school mathematics teachers are a very large group of teachers. They play a more important role in the learning career of adolescent students. However, it is easy to find that the process of specialization is slow when the rural junior middle school mathematics teachers participate in and implement the overall situation of the new mathematics curriculum reform. There is resistance in many aspects. Reexamine the educational concept, knowledge structure and skill quality of mathematics teachers in rural junior high school, and find out the problems and gaps. Knowledge is not only the root of teachers' professional ability growth, but also the center of their professional accomplishment. It has become the most original starting point to improve the professional development of rural teachers. 128 rural junior middle school mathematics teachers in Henan Province were selected as the research object, mainly by literature research and questionnaire survey. At the same time, supplemented by interview research, this paper takes the form of knowledge self-rating scale and question test to investigate the current situation of rural junior high school mathematics teachers' professional knowledge. In order to deeply understand the level of professional knowledge development and practical needs of rural junior high school mathematics teachers, try to construct the theoretical framework and practical model of rural junior high school mathematics teachers' professional knowledge structure. The conclusion of this study is as follows: the mathematics subject knowledge and teaching knowledge of rural junior high school mathematics teachers are relatively mature and stable. However, the new knowledge in "Mathematics Curriculum Standard for compulsory Education" (2011) is generally unfamiliar; The lack of general education theory and psychological knowledge has become the most urgent need to improve the knowledge of first-line teachers. In addition, the rural junior high school mathematics teachers' general cultural knowledge. From the background factors such as gender, the highest educational background, teaching time and other background factors to 128 teachers' professional knowledge factor analysis test: teachers' age. There is a statistically significant correlation between teaching age and technical title. Gender and the highest academic qualifications have no impact on the rural junior high school mathematics teachers' professional knowledge. With the increase of teaching age year by year. Teachers' ontological knowledge and practical knowledge are more and more good, but conditional knowledge is declining.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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本文編號：1401729