本文關(guān)鍵詞： 專業(yè)知識(shí) 學(xué)科教學(xué)知識(shí) PCK 教學(xué)技能 教學(xué)效能 課程觀念　出處：《東北師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：目前,國(guó)家教育部門越來(lái)越關(guān)注教師專業(yè)發(fā)展及教師教育問題,這個(gè)問題不僅成為當(dāng)下教師教育研究的一個(gè)熱點(diǎn)問題,同時(shí)也是國(guó)內(nèi)外專家學(xué)者和研究人員關(guān)注的問題,而且似乎已經(jīng)成為教師職業(yè)生涯發(fā)展的重要使命。至今在我國(guó)現(xiàn)有的研究案例中,為進(jìn)一步促進(jìn)新一輪的基礎(chǔ)教育課程改革的實(shí)施,教育部門不斷出臺(tái)的相關(guān)政策無(wú)疑對(duì)1600萬(wàn)名教師提出了多方位的挑戰(zhàn)。在教師的專業(yè)發(fā)展中,知識(shí)對(duì)教師最重要的,針對(duì)不同的學(xué)科,教學(xué)的內(nèi)容知識(shí)是教師知識(shí)的核心,是課堂教學(xué)順利開展和教學(xué)效果最優(yōu)化的形成和發(fā)展的核心標(biāo)志,因此本文對(duì)高中數(shù)學(xué)教師的學(xué)科教學(xué)知識(shí)即高中數(shù)學(xué)教師的PCK展開調(diào)查。本文以高中數(shù)學(xué)教師的PCK為關(guān)鍵點(diǎn),展開對(duì)高中數(shù)學(xué)教師的PCK發(fā)展?fàn)顩r的研究。本文采用量化的研究方式與質(zhì)性的研究方式相結(jié)合的手段,調(diào)查了長(zhǎng)春市6個(gè)區(qū)12所高中的120名高中數(shù)學(xué)教師的PCK來(lái)源有哪些,以及每種來(lái)源具體是如何影響高中數(shù)學(xué)教師的PCK,進(jìn)而探索得出高中數(shù)學(xué)教師的PCK發(fā)展具有階段性,并對(duì)其PCK發(fā)展中存在的問題進(jìn)行進(jìn)一步的分析,為師范院校的教育類課程開展提出建議也為職初的新手教師提供快速發(fā)展的途徑。通過研究本文有如下發(fā)現(xiàn)：對(duì)于第一個(gè)研究問題,通過開放式問卷調(diào)查整理得到,高中數(shù)學(xué)教師的學(xué)科教學(xué)知識(shí)來(lái)源總共有十個(gè),分別是：教育類課程；數(shù)學(xué)教學(xué)法；微格教學(xué)；教育見習(xí)、實(shí)習(xí)；閱讀專業(yè)書刊；教學(xué)觀摩活動(dòng)；在職專業(yè)培訓(xùn)；與同事之間的交流；入職后的學(xué)歷教育；自身的教學(xué)實(shí)踐經(jīng)驗(yàn)反思。對(duì)于第二個(gè)問題,通過對(duì)6為訪談教師進(jìn)行深入的訪談,了解到十種不同的來(lái)源對(duì)教師的PCK的具體影響,以“自身教學(xué)經(jīng)驗(yàn)與反思”為例,比如,訪談教師FT2在談及這一來(lái)源對(duì)自身教學(xué)知識(shí)影響時(shí)談到“要想成為一名合格的教師,自身的經(jīng)驗(yàn)和反思是必須具備的,因?yàn)榻虒W(xué)畢竟不是死板的教書,首先,對(duì)于知識(shí)要有自己的理解,另外教師還要了解學(xué)生,以學(xué)生的能接受的方式將知識(shí)傳授給予學(xué)生�！睂�(duì)于第三個(gè)問題,通過對(duì)教師進(jìn)行的深入訪談,得到結(jié)論,高中數(shù)學(xué)教師PCK的發(fā)展分為四個(gè)主要階段,分別是：參加工作第1至4年,是高中數(shù)學(xué)教師PCK發(fā)展的艱難時(shí)期；第4至8年左右的時(shí)候,是教師PCK發(fā)展相對(duì)來(lái)說的最佳時(shí)期；第8至12年左右,是教師PCK發(fā)展的徘徊時(shí)期；第12年以后,是教師PCK發(fā)展的穩(wěn)步時(shí)期。同時(shí),也反映出教師要要清醒地意識(shí)每個(gè)階段要解決的問題。本研究具有重要的理論與實(shí)踐意義,首先為進(jìn)一步提高高中數(shù)學(xué)教師的專業(yè)發(fā)展提供了理論依據(jù),在教育領(lǐng)域發(fā)展高中數(shù)學(xué)教師的教學(xué)知識(shí)研究；同時(shí)在實(shí)踐層面上,為改革師范院校數(shù)學(xué)師范生提供參考,促進(jìn)新手教師的專業(yè)發(fā)展,而且有助于提高數(shù)學(xué)教師的數(shù)學(xué)教學(xué)服務(wù)質(zhì)量,增強(qiáng)自我發(fā)展的意識(shí),從而能夠具備更好的專業(yè)發(fā)展。
[Abstract]:At present, the national education departments are paying more and more attention to teacher professional development and teacher education, which has become not only a hot issue in the current research on teacher education, but also a concern of experts, scholars and researchers at home and abroad. In order to further promote the implementation of the new round of basic education curriculum reform, it seems to have become an important mission of teachers' career development. There is no doubt that the related policies issued by the education department have posed a multi-directional challenge to 16 million teachers. In the teacher's professional development, knowledge is the most important to teachers, and for different subjects, the content of teaching knowledge is the core of teachers' knowledge. It is the core symbol of the smooth development of classroom teaching and the optimization of teaching effect. Therefore, this paper investigates the subject teaching knowledge of senior high school mathematics teachers, that is, the PCK of senior high school mathematics teachers. This paper takes the PCK of senior high school mathematics teachers as the key point. This paper investigates the sources of PCK of 12 senior high school mathematics teachers in 6 districts of Changchun by means of combining quantitative and qualitative research methods. And how to influence the PCK of senior high school mathematics teachers from each source, and then find out that the PCK development of senior high school mathematics teachers has stages, and further analyze the problems existing in the development of PCK. It also provides a way for the novice teachers to develop rapidly. Through the study of the following findings: for the first research questions, through an open questionnaire survey, There are ten teaching knowledge sources of mathematics teachers in senior high school. They are: educational curriculum; mathematics teaching method; microteaching; educational apprenticeship; reading professional books and periodicals; teaching observation activities; on-the-job professional training; For the second question, through in-depth interviews with six teachers, we can understand the specific impact of ten different sources on the teachers' PCK, the second question is the following: (1) the communication with colleagues; the education of academic qualifications; the reflection of their own teaching practice; the second question, through in-depth interviews with the six teachers, and the concrete influence of ten different sources on the teachers' PCK. Take "own teaching experience and reflection" as an example. For example, when talking about the influence of this source on teaching knowledge, FT2 said, "to be a qualified teacher, one must have his own experience and reflection." After all, teaching is not inflexible teaching. First of all, teachers should have their own understanding of knowledge. In addition, teachers should also understand students and impart knowledge to students in a way acceptable to students. "for the third question, Through in-depth interviews with teachers, it is concluded that the development of PCK in senior high school mathematics teachers can be divided into four main stages: the first to the fourth year of work, which is a difficult period for the development of senior high school mathematics teachers' PCK; The period from 4 to 8 years is the best period for teachers' PCK development, the 8th to 12th year is the hovering period for teachers' PCK development, and the 12th year is the steady period for teachers' PCK development. At the same time, This research has important theoretical and practical significance. Firstly, it provides a theoretical basis for further improving the professional development of senior high school mathematics teachers. In the field of education, to develop the teaching knowledge of senior high school mathematics teachers, at the same time, to provide a reference for the reform of mathematics normal students in normal colleges, and to promote the professional development of novice teachers. Moreover, it is helpful to improve the mathematics teaching service quality of mathematics teachers, to enhance the consciousness of self-development, and to have better professional development.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 宋乃慶;李士，

本文編號(hào)：1538060