本文選題：MKT + 新手教師　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：教師是教育質(zhì)量的關(guān)鍵因素.大量的研究表明,學(xué)生課堂學(xué)習(xí)經(jīng)歷和數(shù)學(xué)認(rèn)知在很大程度上受數(shù)學(xué)教師的知識(shí)和技能的影響.目前,提高在職數(shù)學(xué)教師尤其是職初數(shù)學(xué)教師的教學(xué)和專業(yè)發(fā)展呼聲很高,已然成為教師教育研究的熱點(diǎn)問題之一,關(guān)于教師知識(shí)的研究更是其中重要的研究方向之一.本研究旨在將面向教學(xué)的數(shù)學(xué)知識(shí)(MKT)理論與具體的數(shù)學(xué)內(nèi)容相結(jié)合,以復(fù)數(shù)為載體,調(diào)查新手教師與經(jīng)驗(yàn)教師的MKT的實(shí)然水平,通過比較,突出兩者之間的差距,挖掘兩者差距的原因,尋求促進(jìn)新手教師MKT發(fā)展的有效途徑.本研究選用3名入職不到兩年的新手?jǐn)?shù)學(xué)教師和1名從教超過10年的經(jīng)驗(yàn)數(shù)學(xué)教師,主要采取了問卷調(diào)查的研究方法,同時(shí)輔以深度訪談、課堂觀察等,從專門內(nèi)容知識(shí)、橫縱向內(nèi)容知識(shí)、內(nèi)容與課程的知識(shí)、內(nèi)容與教學(xué)的知識(shí)、內(nèi)容與學(xué)生的知識(shí)五個(gè)維度具體調(diào)查了兩組教師關(guān)于復(fù)數(shù)的面向教學(xué)的數(shù)學(xué)知識(shí),得到如下結(jié)果：(1)新手教師關(guān)于復(fù)數(shù)的專門內(nèi)容知識(shí)水平明顯低于經(jīng)驗(yàn)教師,新手教師對(duì)復(fù)數(shù)概念的理解存在缺陷；(2)新手教師關(guān)于復(fù)數(shù)的橫縱向內(nèi)容知識(shí)水平與經(jīng)驗(yàn)教師差距不大,尤其是在縱向維度上,均表現(xiàn)出較低水平,在橫向維度上新手教師的水平只略低于經(jīng)驗(yàn)教師；(3)新手教師關(guān)于復(fù)數(shù)的內(nèi)容與課程的知識(shí)水平明顯低于經(jīng)驗(yàn)教師,新手教師的數(shù)學(xué)觀與經(jīng)驗(yàn)教師有一定差距,不能深刻理解教材編排的意圖；(4)新手教師關(guān)于復(fù)數(shù)的內(nèi)容與學(xué)生的知識(shí)水平明顯低于經(jīng)驗(yàn)教師,新手教師還不能正確預(yù)知學(xué)生的認(rèn)知困難和錯(cuò)誤；(5)新手教師關(guān)于復(fù)數(shù)的內(nèi)容與教學(xué)的知識(shí)水平明顯低于經(jīng)驗(yàn)教師,新手教師對(duì)數(shù)學(xué)教學(xué)的理解和教學(xué)實(shí)施上都表現(xiàn)明顯不足.根據(jù)對(duì)以上調(diào)查結(jié)果的分析,本研究得出如下最終結(jié)論：新手教師關(guān)于MKT的總體水平不容樂觀,明顯低于經(jīng)驗(yàn)教師的MKT水平.根據(jù)調(diào)查結(jié)果與原因分析,給新手教師的MKT水平之提高提出如下建議：(1)在教學(xué)之余多閱讀數(shù)學(xué)類、數(shù)學(xué)教育類專著和數(shù)學(xué)期刊文獻(xiàn),提高自身的理論知識(shí)基礎(chǔ);(2)以“教”的角度重新考查所教內(nèi)容,合理安排教學(xué)內(nèi)容,選擇教學(xué)方式；(3)每堂課后對(duì)教學(xué)設(shè)計(jì)與教學(xué)實(shí)施進(jìn)行反思,并與經(jīng)驗(yàn)教師交流討論.
[Abstract]:Teachers are the key factors in the quality of education. A large number of studies show that students' classroom learning experience and mathematical cognition are largely influenced by mathematics teachers' knowledge and skills. At present, improving the teaching and professional development of in-service mathematics teachers, especially the junior mathematics teachers, has become one of the hot issues in the research of teacher education, and the research on teachers' knowledge is one of the important research directions. The purpose of this study is to combine the theory of teaching-oriented mathematics knowledge with the specific mathematical content, to investigate the actual level of MKT of novice teachers and experienced teachers with the plural number as the carrier, and to highlight the gap between the two. Explore the reasons for the gap between the two, and seek an effective way to promote the development of MKT for novice teachers. In this study, three novice mathematics teachers and one experienced mathematics teacher who have been teaching for less than two years were selected. They mainly adopted the research method of questionnaire survey, supplemented by in-depth interview, classroom observation and so on, from the specialized content knowledge. Horizontal and vertical content knowledge, content and curriculum knowledge, content and teaching knowledge, content and students' knowledge are investigated in two groups of teachers' mathematics knowledge about plural teaching. The result is as follows: 1) A novice teacher's knowledge of the plural is significantly lower than that of an experienced teacher. Novice teachers have some defects in understanding the concept of plural number. (2) the level of knowledge about the horizontal and vertical content of plural number is not far from that of experienced teachers, especially in the vertical dimension. In the horizontal dimension, the level of novice teachers is only slightly lower than that of experienced teachers. (3) the level of novice teachers' knowledge about the plural number and curriculum is obviously lower than that of experienced teachers, and there is a certain gap between novice teachers' view of mathematics and experienced teachers. (4) the novice teachers' level of knowledge about the plural and the students' knowledge is obviously lower than that of the experienced teachers. The novice teachers can not correctly predict the students' cognitive difficulties and mistakes. 5) the novice teachers' level of knowledge about the content and teaching of the plural number is obviously lower than that of the experienced teachers, and the novice teachers' understanding of mathematics teaching and teaching implementation are obviously insufficient. Based on the analysis of the above results, this study draws the following final conclusions: the overall level of novice teachers about MKT is not optimistic, and it is obviously lower than the level of MKT of experienced teachers. According to the results of the investigation and the analysis of the reasons, this paper puts forward the following suggestions for the improvement of the MKT level of the novice teachers: (1) reading more mathematics, mathematics education monographs and mathematical periodicals after teaching. (2) to re-examine the teaching content from the angle of "teaching", to arrange the teaching content reasonably, to choose the teaching method and to reflect on the teaching design and teaching implementation after each class, and to exchange discussions with the experienced teachers.
【學(xué)位授予單位】：華中師范大學(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)：1828141