【摘要】：自舒爾曼教授于1986年提出學(xué)科教學(xué)知識(PCK)的概念以來,諸多學(xué)者逐步將它和教師專業(yè)發(fā)展、教師教育改革密切聯(lián)系起來。作為教師教育重要的組成部分數(shù)學(xué)職前教師教育是高師院校教育教學(xué)工作的核心任務(wù)。要培養(yǎng)一名合格的數(shù)學(xué)教師,數(shù)學(xué)專業(yè)知識固然重要,但是并不是只要掌握了數(shù)學(xué)專業(yè)知識就能成為優(yōu)秀的數(shù)學(xué)教師。開展數(shù)學(xué)教學(xué)的知識即PCK是決定優(yōu)秀教師的因素之一。 從國內(nèi)外對于職前教師的知識結(jié)構(gòu)的研究中,可以發(fā)現(xiàn)我國對數(shù)學(xué)職前教師PCK方面的實質(zhì)性研究不足。因此,本研究主要采用測試、概念圖、問卷調(diào)查、訪談和課堂實時記錄等方式,對數(shù)學(xué)職前教師的PCK現(xiàn)狀做了群體和個案的調(diào)查研究。希望能對數(shù)學(xué)職前教師PCK知識得以全面、系統(tǒng)的認識,從而增加對我國數(shù)學(xué)職前教師PCK現(xiàn)狀的進一步了解,促進數(shù)學(xué)高師院校職前教師教育專業(yè)的發(fā)展。 本論文共分六章：第1章是引言。給出了本文的研究背景、研究目的和意義、本研究的設(shè)計思路的相關(guān)說明。第2章是文獻綜述。通過對國內(nèi)外關(guān)于PCK的相關(guān)研究文獻的梳理和總結(jié),為本研究奠定了理論基礎(chǔ)。第3章是對數(shù)學(xué)職前教師PCK現(xiàn)狀的群體研究的調(diào)查結(jié)果和分析。通過測試題、概念圖、訪談和問卷調(diào)查等方法對數(shù)學(xué)職前教師PCK的四要素進行了群體調(diào)查研究和分析。第4章是數(shù)學(xué)職前教師PCK現(xiàn)狀的個案研究。通過課堂實錄、授課流程圖和PCK知識結(jié)構(gòu)圖的呈現(xiàn)方式,對三位數(shù)學(xué)職前教師(兩名本科生和一名研究生)的PCK情況進行個案比較研究,并且在參照一位經(jīng)驗型教師的PCK的基礎(chǔ)上,給出了數(shù)學(xué)職前教師PCK發(fā)展的現(xiàn)狀特點。第5章是研究的結(jié)論及建議。通過對數(shù)學(xué)職前教師PCK現(xiàn)狀的群體和個案調(diào)查結(jié)果的研究和分析,發(fā)現(xiàn)數(shù)學(xué)職前教師PCK發(fā)展尚處于轉(zhuǎn)化的初級階段。并且結(jié)合學(xué)生對數(shù)學(xué)職前實習(xí)教師的問卷調(diào)查,初步探尋了造成上述問題的主要原因,最后提出提高數(shù)學(xué)職前教師PCK水平的幾點建議。第6章為研究的不足和展望。
[Abstract]:Since Professor Schulman put forward the concept of (PCK) in 1986, many scholars have gradually linked it to teacher professional development and teacher education reform. As an important part of teacher education, pre-service mathematics teacher education is the core task of education and teaching in normal universities. To train a qualified mathematics teacher, mathematics professional knowledge is important, but not as long as master mathematics professional knowledge can become an excellent mathematics teacher. The knowledge of mathematics teaching, PCK, is one of the determinants of excellent teachers. From the research on the knowledge structure of pre-service teachers at home and abroad, we can find that the substantial research on PCK of mathematics pre-service teachers in our country is insufficient. Therefore, this study mainly adopts the methods of test, concept map, questionnaire, interview and classroom real-time recording, and makes a group and case study on the present situation of PCK of mathematics pre-service teachers. It is hoped that we can have a comprehensive and systematic understanding of the PCK knowledge of pre-service mathematics teachers, so as to further understand the current situation of PCK of pre-service teachers in our country, and promote the development of pre-service teachers' education specialty in normal universities of mathematics. This thesis is divided into six chapters: chapter 1 is the introduction. The background, purpose and significance of this study are given. Chapter 2 is a literature review. Through combing and summing up the relevant research literature about PCK at home and abroad, it lays a theoretical foundation for this study. The third chapter is the investigation and analysis of the present situation of mathematics pre-service teachers PCK. Through the methods of test questions, concept maps, interviews and questionnaires, this paper makes a group investigation and analysis on the four elements of PCK of mathematics pre-service teachers. Chapter 4 is a case study of the present situation of mathematics pre-service teacher PCK. Through the presentation of classroom record, lecture flow chart and PCK knowledge structure chart, a case study on PCK of three pre-service mathematics teachers (two undergraduates and one graduate student) was carried out. On the basis of referring to the PCK of an experiential teacher, this paper presents the present situation of the development of pre-service mathematics teacher PCK. Chapter 5 is the conclusion and suggestion of the research. Through the research and analysis of the group and case investigation results of the present situation of mathematics pre-service teachers' PCK, it is found that the development of mathematics pre-service teachers' PCK is still in the primary stage of transformation. Combined with students' questionnaire survey on pre-service mathematics teachers, this paper preliminarily explores the main causes of the above problems, and finally puts forward some suggestions on how to improve the PCK level of pre-service mathematics teachers. Chapter 6 is the deficiency and prospect of the research.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G652;O1-4

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本文編號：2347812