【摘要】：師范教育的好壞關(guān)鍵在于教學(xué)實踐活動開展的如何。本文的研究對象是溫州大學(xué)數(shù)本師范生，主要通過考察他們的教育實習(xí)、微格教學(xué)、見習(xí)及師范技能比賽等教學(xué)實踐活動來研究數(shù)學(xué)師范生教學(xué)實踐能力的發(fā)展。 本研究主要內(nèi)容如下：⑴數(shù)學(xué)師范生在教育實習(xí)中教學(xué)實踐能力發(fā)展的現(xiàn)狀；⑵數(shù)學(xué)師范生教學(xué)實踐能力發(fā)展的主要途徑；⑶通過部分優(yōu)秀數(shù)學(xué)師范生職前成長的經(jīng)歷，考察影響師范生教學(xué)實踐能力發(fā)展的積極因素和消極因素。 研究發(fā)現(xiàn)，目前數(shù)學(xué)師范生教學(xué)實踐能力發(fā)展的狀況不甚理想，，教育實習(xí)基地缺乏和實習(xí)指導(dǎo)教師指導(dǎo)不利成為制約數(shù)學(xué)師范生教學(xué)實踐能力發(fā)展的瓶頸；規(guī)范化的師范實踐課程有助于師范生教學(xué)實踐能力的發(fā)展，而輔導(dǎo)班等課外實踐形式在促進(jìn)教學(xué)實踐能力發(fā)展上成效甚微。 本研究的見解有：⑴提出教師性格基礎(chǔ)概念，并分為“控制型”和“圓滑型”兩類，指出教師性格對教學(xué)實踐能力的影響；⑵提出“數(shù)學(xué)理解力遷移”概念，用以分析數(shù)學(xué)專業(yè)知識與教學(xué)實踐能力的相關(guān)性。⑶用動機(jī)理論分析師范生教學(xué)實踐能力的發(fā)展。 由于數(shù)學(xué)學(xué)科本身的特性，數(shù)學(xué)師范生的教學(xué)實踐與一般的教學(xué)實踐有所不同。在教學(xué)實踐中，師范生應(yīng)努力把理論與實踐整合。要切實提高數(shù)學(xué)師范生的教學(xué)實踐能力，需要學(xué)校、指導(dǎo)教師、師范生三者的共同努力。學(xué)校要加大投入，合理利用有限資源；指導(dǎo)教師應(yīng)對中小學(xué)教學(xué)有深入的了解，并與師范生多溝通；師范生應(yīng)學(xué)會自主學(xué)習(xí)、合作學(xué)習(xí)進(jìn)行教學(xué)實踐。希望今后有更多的研究能從教育心理學(xué)的角度去審視我們的師范實踐教學(xué)。
[Abstract]:The key to teacher education is how to carry out teaching practice. The research object of this paper is numerical normal students of Wenzhou University. The development of teaching practice ability of mathematics normal students is studied by investigating their teaching practice activities such as educational practice, micro-teaching, apprenticeship and teacher skills competition. The main contents of this study are as follows: (1) the present situation of the development of teaching practice ability of mathematics normal students in education practice, (2) the main ways of the development of mathematics normal students' teaching practice ability; (3) through the experience of pre-service growth of some excellent mathematics normal students, this paper investigates the positive and negative factors that affect the development of teaching practice ability of normal students. It is found that the current situation of the development of mathematics normal students' teaching practice ability is not ideal, and the lack of teaching practice base and the disadvantage of practice guidance teachers have become the bottleneck to restrict the development of mathematics normal students' teaching practice ability. Standardized teachers' practice curriculum is helpful to the development of normal students' teaching practice ability, while extra-curricular practice forms such as tutoring classes have little effect on promoting the development of teaching practice ability. The opinions of this study are as follows: (1) the basic concept of teacher's character is put forward, which is divided into two types: "control type" and "smooth type", pointing out the influence of teacher's character on teaching practice ability; (2) the concept of "transfer of mathematical understanding power" is put forward to analyze the correlation between mathematics specialty knowledge and teaching practice ability. 3. The development of teaching practice ability of normal college students is analyzed with motivation theory. Due to the characteristics of mathematics itself, the teaching practice of mathematics normal students is different from that of general teaching practice. In teaching practice, normal students should make great efforts to integrate theory and practice. In order to improve the teaching practice ability of mathematics normal students, it is necessary to work together by schools, teachers and normal students. Schools should increase investment and make rational use of limited resources, guide teachers to have in-depth understanding of primary and secondary school teaching and communicate with normal students, normal students should learn to learn autonomous learning, cooperative learning to carry out teaching practice. Hope to have more research in the future from the perspective of educational psychology to examine our teacher training practice teaching.
【學(xué)位授予單位】：溫州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：O1-4;G652.0

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 鮑嶸;論教師教學(xué)實踐知識及其養(yǎng)成——兼談教師專業(yè)發(fā)展的基礎(chǔ)[J];高等師范教育研究;2002年03期

2 洪早清;;新時期師范生職業(yè)能力培養(yǎng)的方法與策略[J];課程·教材·教法;2012年06期

3 季素月,錢林;大學(xué)與中學(xué)數(shù)學(xué)學(xué)習(xí)銜接問題的研究[J];數(shù)學(xué)教育學(xué)報;2000年04期

4 張奠宙;教育數(shù)學(xué)是具有教育形態(tài)的數(shù)學(xué)[J];數(shù)學(xué)教育學(xué)報;2005年03期

5 范永順;;高師數(shù)學(xué)教學(xué)適應(yīng)高中數(shù)學(xué)課程發(fā)展的調(diào)查研究[J];數(shù)學(xué)教育學(xué)報;2006年04期

6 閆德明;朱亞麗;;提高數(shù)學(xué)師范生教學(xué)技能途徑的調(diào)查分析[J];數(shù)學(xué)教育學(xué)報;2012年06期

7 鮑嶸;教師實踐知識初探[J];現(xiàn)代大學(xué)教育;2002年02期

本文編號：2447617