本文選題：農(nóng)村初中教師　切入點(diǎn)：數(shù)學(xué)學(xué)科教學(xué)知識　出處：《山西大學(xué)》2015年碩士論文

【摘要】：教學(xué)依賴于一定的知識,教師的教育教學(xué)行為在很大程度上是受知識支配和由知識建構(gòu)的。學(xué)科教學(xué)知識作為教師知識中的一個重要組成部分,是教師最有用的知識代表形式和教師專業(yè)知識的核心,它不僅告訴了教師要“教什么”,而且告訴了教師如何將學(xué)科知識以學(xué)生能夠接受的方式傳遞給學(xué)生,并使課程內(nèi)容和教學(xué)過程對學(xué)生來說具有教育的價值和意義。農(nóng)村教師作為我國教師隊(duì)伍中的一個人數(shù)眾多且特殊的組成部分,有自身的特點(diǎn)和發(fā)展的需求。因此,關(guān)注和研究農(nóng)村教師的學(xué)科教學(xué)知識,不僅是當(dāng)前深化課程改革的時代召喚,也是促進(jìn)農(nóng)村教師走向?qū)I(yè)化的必然要求。本文以一名農(nóng)村初中數(shù)學(xué)教師——J老師為個案,基于經(jīng)驗(yàn)性、情境性和具體化的教學(xué)實(shí)踐活動,運(yùn)用文獻(xiàn)法、課堂觀察法和訪談法,對其數(shù)學(xué)學(xué)科教學(xué)知識的形成現(xiàn)狀、形成路徑及影響因素進(jìn)行了探討,并在此基礎(chǔ)上試圖提出促進(jìn)農(nóng)村數(shù)學(xué)教師學(xué)科教學(xué)知識有效形成的建議。全文由五部分構(gòu)成。第一部分：緒論。本部分通過對農(nóng)村教師的專業(yè)發(fā)展困境和自身的發(fā)展訴求兩方面的分析,提出了研究農(nóng)村數(shù)學(xué)教師學(xué)科教學(xué)知識的必要性。此外,對研究意義、國內(nèi)外的研究現(xiàn)狀以及研究設(shè)計(jì)進(jìn)行了闡述。第二部分：農(nóng)村初中數(shù)學(xué)教師學(xué)科教學(xué)知識的理論解讀。本部分對學(xué)科教學(xué)知識、數(shù)學(xué)教師的學(xué)科教學(xué)知識等詞匯進(jìn)行了界定,歸納總結(jié)出數(shù)學(xué)教師學(xué)科教學(xué)知識的結(jié)構(gòu)要素和分析框架,并從后現(xiàn)代主義知識觀、建構(gòu)主義學(xué)習(xí)理論和圖式理論三個層面農(nóng)村初中數(shù)學(xué)教師學(xué)科教學(xué)知識的形成的理論基礎(chǔ)進(jìn)行了解讀。第三部分：農(nóng)村初中數(shù)學(xué)教師學(xué)科教學(xué)知識的形成。本部分首先將研究的視角聚焦于具體的課堂情境中,從教學(xué)計(jì)劃、教學(xué)實(shí)施和教學(xué)反思的角度出發(fā)對J老師學(xué)科教學(xué)知識的形成現(xiàn)狀進(jìn)行了了解。然后將研究的視角轉(zhuǎn)到J老師的整個職業(yè)生涯,對J老師學(xué)科教學(xué)知識的形成路徑進(jìn)行了探究,并在此基礎(chǔ)上將J老師學(xué)科教學(xué)知識的形成路徑分為盲從階段、覺醒階段和個性化階段三個階段,最后從教師個體層面、農(nóng)村學(xué)校層面、職前教育層面和職后教育層面對其影響因素進(jìn)行了分析。第四部分：農(nóng)村初中數(shù)學(xué)教師學(xué)科教學(xué)知識的有效形成策略。在第三部分的基礎(chǔ)上,提出了促進(jìn)農(nóng)村數(shù)學(xué)教師學(xué)科教學(xué)知識有效形成的三個策略,即豐富專業(yè)知識,增強(qiáng)實(shí)踐反思；優(yōu)化教研文化,加強(qiáng)對話研討；更新教育模式,促進(jìn)專業(yè)發(fā)展。第五部分：結(jié)語。歸納總結(jié)本研究的結(jié)論和對研究存在的不足和進(jìn)一步研究的可能進(jìn)行了分析。
[Abstract]:Teaching depends on certain knowledge, and teachers' teaching behavior is controlled and constructed by knowledge to a great extent. Subject teaching knowledge is an important part of teachers' knowledge. It not only tells the teacher what to teach, but also tells the teacher how to transfer the subject knowledge to the students in a way acceptable to the students. And make the course content and teaching process have the value and significance of education for the students. As a large number of teachers and a special part of our country's teachers, rural teachers have their own characteristics and development needs. Paying attention to and studying the subject teaching knowledge of rural teachers is not only the call of deepening curriculum reform, but also the inevitable requirement of promoting rural teachers to professionalize. This paper takes a rural junior high school mathematics teacher, teacher J, as a case study. Based on the experiential, situational and concrete teaching practice, this paper discusses the forming status, forming path and influencing factors of its mathematics teaching knowledge by using literature method, classroom observation method and interview method. On this basis, this paper tries to put forward some suggestions to promote the effective formation of rural mathematics teachers' subject teaching knowledge. The full text consists of five parts. The first part: introduction. This part analyzes the difficulties of rural teachers' professional development and their own. The analysis of two aspects of development demands, The necessity of studying the teaching knowledge of mathematics teachers in rural areas is put forward. The second part: the theoretical interpretation of mathematics teachers' subject teaching knowledge in rural junior high school. This part defines the vocabulary of subject teaching knowledge, mathematics teachers' subject teaching knowledge, etc. This paper sums up the structural elements and analytical framework of mathematics teachers' teaching knowledge, and from the view of postmodernism knowledge, The theoretical basis of the formation of mathematics teachers' subject teaching knowledge in rural junior high school is explained in three levels: constructivism learning theory and schema theory. Part three: the formation of the subject teaching knowledge of rural junior high school mathematics teachers. First of all, the research perspective is focused on the specific classroom situations, From the perspective of teaching plan, teaching implementation and teaching reflection, this paper makes an understanding of the present situation of the formation of J teacher's subject teaching knowledge, and then transfers the research perspective to the whole career of J teacher. This paper probes into the forming path of J teacher's subject teaching knowledge, and on this basis divides the forming path of J teacher's subject teaching knowledge into three stages: blind follower stage, awakening stage and individuation stage, finally, from the teacher's individual level. The influence factors of rural schools, pre-service education and post-vocational education are analyzed. The fourth part: the effective forming strategies of mathematics teachers' subject teaching knowledge in rural junior high school. This paper puts forward three strategies to promote the effective formation of the subject teaching knowledge of rural mathematics teachers, that is, enriching professional knowledge, strengthening practice reflection, optimizing teaching and research culture, strengthening dialogue and discussion, renewing educational model, Part five: conclusion. The conclusions of this study are summarized, and the shortcomings of the study and the possibility of further research are analyzed.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 洪俊,張艷紅;校本課程發(fā)展中的教師角色定位[J];教育科學(xué)研究;2002年04期

2 胡德運(yùn);李勤;;中小學(xué)教師發(fā)展研究的回眸、反思與展望[J];教育實(shí)踐與研究(小學(xué)版);2008年12期

，

本文編號：1695866