本文選題：高中數(shù)學(xué)　切入點(diǎn)：學(xué)科教學(xué)　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：我國(guó)的新課程改革于2001年9月正式開(kāi)始實(shí)施,目前已由橫向向縱深進(jìn)行。新課改的進(jìn)行推動(dòng)了我國(guó)素質(zhì)教育的發(fā)展,給各條戰(zhàn)線上的教育工作者指明了教學(xué)方向,同時(shí)提出了更多與更高的要求。這對(duì)高中數(shù)學(xué)教師來(lái)說(shuō)同樣面臨著巨大挑戰(zhàn)。當(dāng)代高中數(shù)學(xué)教師要最大限度地調(diào)動(dòng)起學(xué)生學(xué)習(xí)數(shù)學(xué)的積極性并挖掘出學(xué)生潛在的學(xué)習(xí)動(dòng)力,讓學(xué)生以形式多樣的自主學(xué)習(xí)和探索研究新知活動(dòng)來(lái)體會(huì)數(shù)學(xué)發(fā)現(xiàn)、分析及創(chuàng)新的過(guò)程,提高學(xué)生對(duì)高中數(shù)學(xué)的興趣。本研究選取了高中數(shù)學(xué)教師作為研究對(duì)象。以問(wèn)卷調(diào)查的方式對(duì)16位不同學(xué)校,不同教齡的,不同教學(xué)經(jīng)歷的高中數(shù)學(xué)教師PCK的掌握情況進(jìn)行了解,然后從數(shù)學(xué)知識(shí)、學(xué)生知識(shí)、教學(xué)知識(shí)和評(píng)價(jià)總結(jié)的知識(shí)這四個(gè)方面對(duì)這些教師實(shí)際整合運(yùn)用PCK的情況進(jìn)行統(tǒng)計(jì)分析,最后對(duì)高中數(shù)學(xué)教師PCK使用與提升情況進(jìn)行總結(jié)。本研究力求通過(guò)PCK的發(fā)展歷程、理論基礎(chǔ)、理論框架的闡述,并結(jié)合高中數(shù)學(xué)教師PCK調(diào)查來(lái)對(duì)新課改下具體的教學(xué)情況進(jìn)行研究,期望從理論結(jié)合實(shí)際的角度給讀者展現(xiàn)當(dāng)代高中數(shù)學(xué)教育的現(xiàn)狀。同時(shí)對(duì)當(dāng)前高中數(shù)學(xué)教學(xué)所面臨的不足進(jìn)行總結(jié),并提出適合高中數(shù)學(xué)教師提高自身PCK的建議。本論文主要分為以下三個(gè)主要部分:一、主要對(duì)高中數(shù)學(xué)教師PCK的研究背景和研究的問(wèn)題進(jìn)行介紹,并通過(guò)研究的必要性來(lái)總結(jié)PCK研究的目的與意義。然后結(jié)合國(guó)外PCK的發(fā)展歷程與近年來(lái)國(guó)內(nèi)對(duì)PCK與MPCK研究的現(xiàn)狀來(lái)探討當(dāng)前PCK的發(fā)展程度。二、主要闡述本研究的理論基礎(chǔ)、框架和本研究的設(shè)計(jì)思路及研究方法。通過(guò)對(duì)默會(huì)知識(shí)和建構(gòu)主義的理解來(lái)研究PCK的理論基礎(chǔ)。參考數(shù)學(xué)知識(shí)、學(xué)生知識(shí)、教學(xué)知識(shí)、評(píng)價(jià)總結(jié)的知識(shí)來(lái)形成本論文最終的研究思路框架。通過(guò)對(duì)PCK研究的理論基礎(chǔ)和最終的研究思路框架的分析,筆者將本文的研究對(duì)象確定為高中數(shù)學(xué)教師,同時(shí)將研究方法確定為文獻(xiàn)研究法與問(wèn)卷調(diào)查法。三、對(duì)在實(shí)際教學(xué)中的高中數(shù)學(xué)教師進(jìn)行問(wèn)卷調(diào)查,并對(duì)問(wèn)卷調(diào)查反饋回來(lái)的結(jié)果進(jìn)行綜合分析與論述,總結(jié)不同高中數(shù)學(xué)教師PCK之間的差異與優(yōu)缺點(diǎn)及遇到的困難,統(tǒng)計(jì)高中數(shù)學(xué)教師PCK的提升途徑。并建議高中數(shù)學(xué)教師在教學(xué)中應(yīng)拓寬知識(shí)面,更新教育理念,豐富教學(xué)經(jīng)驗(yàn),確定教學(xué)策略時(shí)應(yīng)考慮多種因素,積極參加教師培訓(xùn),不斷反思總結(jié),努力調(diào)高自身的數(shù)學(xué)教學(xué)水平。
[Abstract]:The new curriculum reform in our country began to be carried out in September 2001 and has been carried out from horizontal to deep. The new curriculum reform has promoted the development of quality education in our country and pointed out the direction of teaching for educators on all fronts. At the same time, it puts forward more and higher requirements. This is also facing a huge challenge for senior high school mathematics teachers. Modern senior high school mathematics teachers should maximize the enthusiasm of students to learn mathematics and tap the students' potential learning power. To enable students to experience the process of mathematical discovery, analysis and innovation through a variety of independent learning and research activities, In this study, high school mathematics teachers were selected as the research object. 16 students from different schools and different teaching years were investigated by questionnaire. The mastering situation of PCK in senior high school mathematics teachers with different teaching experience is understood, and then the actual integration and application of PCK to these teachers are analyzed statistically from four aspects: mathematics knowledge, student knowledge, teaching knowledge and evaluation and summary knowledge. Finally, the paper summarizes the use and promotion of PCK in senior high school mathematics teachers. This study aims to explain the development course, theoretical basis and theoretical framework of PCK. Combined with the PCK survey of senior high school mathematics teachers to study the specific teaching situation under the new curriculum reform, The author expects to show the present situation of mathematics education in high school from the angle of theory and practice. At the same time, it summarizes the deficiency of mathematics teaching in senior high school. This paper is divided into the following three main parts: first, introduce the research background and research problems of PCK of senior high school mathematics teachers. And through the necessity of the study to summarize the purpose and significance of PCK research. Then combined with the development of foreign PCK and domestic research on PCK and MPCK in recent years to explore the current development of PCK. Second, this paper mainly describes the theoretical basis of this study. Framework and the design ideas and research methods of this study. Through the understanding of tacit knowledge and constructivism to study the theoretical basis of PCK. Refer to mathematical knowledge, student knowledge, teaching knowledge, Through the analysis of the theoretical basis and the final research framework of PCK research, the author determines the research object of this paper as high school mathematics teacher. At the same time, the research method is determined as literature research method and questionnaire method. Third, a questionnaire survey is conducted to the mathematics teachers in practical teaching, and the results of the questionnaire feedback are comprehensively analyzed and discussed. This paper summarizes the differences, advantages and disadvantages and difficulties encountered between PCK teachers in different senior high schools, counts the ways to promote the PCK of senior high school mathematics teachers, and suggests that high school mathematics teachers should broaden their knowledge, renew their educational concepts and enrich their teaching experience in teaching. Many factors should be taken into account in determining teaching strategy, actively participating in teacher training, constantly reflecting and summing up, and striving to improve their mathematics teaching level.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：1564402