【摘要】：進(jìn)入二十一世紀(jì),新課改如火如荼的進(jìn)行對(duì)數(shù)學(xué)教師的知識(shí)素養(yǎng)提出了更高的要求,教師的知識(shí)水平不僅直接影響教學(xué)質(zhì)量,更加關(guān)于教育改革的成敗,一個(gè)優(yōu)秀的數(shù)學(xué)教師應(yīng)該具備怎樣的知識(shí)結(jié)構(gòu)成為近年來數(shù)學(xué)教育研究中熱門選題。美國學(xué)者提出的“面向教學(xué)的數(shù)學(xué)知識(shí)”(MKT)框架為研究數(shù)學(xué)教師知識(shí)結(jié)構(gòu)提供了一個(gè)合理的理論基礎(chǔ)。本文以MKT理論為框架,選取中學(xué)數(shù)學(xué)教材中數(shù)列部分對(duì)職前教師、在職教師的MKT水平進(jìn)行了探討,旨在了解當(dāng)前數(shù)學(xué)教師的MKT現(xiàn)狀及發(fā)展。本文通過問卷調(diào)查的方式對(duì)18名進(jìn)行過教育實(shí)習(xí)的職前教師、5名入職3-5年的在職教師以及一名有二十多年教學(xué)經(jīng)驗(yàn)的教師關(guān)于數(shù)列的知識(shí)展開調(diào)查。調(diào)查結(jié)果顯示：(1)職前教師和入職3-5年的在職教師關(guān)于數(shù)列部分的MKT整體水平令人堪憂,尤其是橫縱向內(nèi)容知識(shí)缺失嚴(yán)重；(2)在職教師的MKT水平顯著高于職前教師的MKT水平,在一般內(nèi)容知識(shí)、內(nèi)容與教學(xué)的知識(shí)方面的差異尤為顯著；(3)被試的MKT各項(xiàng)知識(shí)子類別發(fā)展不均衡,一般內(nèi)容知識(shí)水平顯著高于其它四類知識(shí)水平。最后,基于上述研究結(jié)論,提出了本研究中的幾點(diǎn)不足與局限,同時(shí)提出了兩個(gè)值得關(guān)注的問題：成熟教師具有相對(duì)完善的MKT知識(shí)結(jié)構(gòu),其面向教學(xué)的數(shù)學(xué)知識(shí)來源是一個(gè)值得探究的問題；職前教師的MKT水平狀況令人,需要我們重新去審視當(dāng)前的師范生培養(yǎng)模式。
[Abstract]:In the 21 century, the new curriculum reform has put forward higher requirements to the knowledge literacy of mathematics teachers. The knowledge level of teachers not only directly affects the quality of teaching, but also about the success or failure of educational reform. What kind of knowledge structure an excellent mathematics teacher should possess has become a hot topic in mathematics education research in recent years. The "teaching-oriented mathematical knowledge" (MKT) framework proposed by American scholars provides a reasonable theoretical basis for the study of mathematics teachers' knowledge structure. Based on the theory of MKT, this paper discusses the MKT level of pre-service teachers and in-service teachers in order to understand the present situation and development of MKT of mathematics teachers. This paper investigates the knowledge of 18 pre-service teachers, 5 in-service teachers who have been in service for 3-5 years, and one teacher who has more than 20 years of teaching experience. The results show that: (1) the overall level of MKT of pre-service teachers and in-service teachers for 3-5 years is worrying, especially the lack of knowledge of horizontal and vertical content; (2) the MKT level of in-service teachers is significantly higher than that of pre-service teachers, especially in the aspects of general content knowledge, content and teaching knowledge; (3) the development of each knowledge subcategory of MKT was not balanced, and the level of general content knowledge was significantly higher than that of the other four kinds of knowledge. Finally, based on the above conclusions, this paper puts forward some shortcomings and limitations in this study, and puts forward two problems that deserve attention: mature teachers have relatively perfect knowledge structure of MKT. The source of mathematics knowledge oriented to teaching is a problem worth exploring. The MKT level of pre-service teachers is very important, so we need to re-examine the current training mode of normal students.
【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)：2408541