本文關(guān)鍵詞：數(shù)學(xué)師范生認(rèn)知結(jié)構(gòu)及其對(duì)教育實(shí)習(xí)影響研究　出處：《廣西師范學(xué)院》2012年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：本研究旨在對(duì)數(shù)學(xué)師范生的認(rèn)知結(jié)構(gòu)和教育實(shí)習(xí)進(jìn)行研究，研究的主要問(wèn)題有三個(gè)：數(shù)學(xué)師范生認(rèn)知結(jié)構(gòu)的現(xiàn)狀和分析研究；數(shù)學(xué)師范生教育實(shí)習(xí)中教學(xué)技能發(fā)展研究；數(shù)學(xué)師范生教學(xué)技能發(fā)展的影響因素研究。研究目的是檢測(cè)數(shù)學(xué)師范生培養(yǎng)目標(biāo)的達(dá)成程度，為高等師范院校的數(shù)學(xué)師范生培養(yǎng)提供一些參考；為數(shù)學(xué)師范生的教育實(shí)習(xí)提供指導(dǎo)，幫助其做好思想和理論上的準(zhǔn)備。 本研究以廣西師范學(xué)院2008級(jí)數(shù)學(xué)師范生為研究對(duì)象，，根據(jù)數(shù)學(xué)師范生大學(xué)課程成績(jī)、自編測(cè)試卷和教育實(shí)習(xí)中課堂錄像進(jìn)行質(zhì)的和量的分析研究。研究結(jié)果表明： 1、數(shù)學(xué)師范生認(rèn)知結(jié)構(gòu)中，本體性知識(shí)和實(shí)踐性知識(shí)水平為良好水平，條件性知識(shí)為合格水平；數(shù)學(xué)教學(xué)知識(shí)、心理學(xué)知識(shí)和教學(xué)設(shè)計(jì)與管理的策略掌握較差。 2、本體性知識(shí)對(duì)數(shù)學(xué)觀和教育觀的影響有限；數(shù)學(xué)教學(xué)知識(shí)和數(shù)學(xué)分析、幾何學(xué)及初等數(shù)學(xué)存在顯著相關(guān)；教育學(xué)知識(shí)和教學(xué)設(shè)計(jì)與管理的策略存在顯著相關(guān)。 3、數(shù)學(xué)師范生的教學(xué)技能發(fā)展水平較低；數(shù)學(xué)師范生本體性知識(shí)及各維度對(duì)數(shù)學(xué)教學(xué)技能影響有限，條件性知識(shí)對(duì)數(shù)學(xué)教學(xué)技能有影響，但影響不顯著，數(shù)學(xué)教學(xué)知識(shí)和教育學(xué)知識(shí)對(duì)數(shù)學(xué)教學(xué)技能有顯著的影響，數(shù)學(xué)教育觀對(duì)其數(shù)學(xué)教學(xué)技能有顯著的影響。 4、數(shù)學(xué)師范生教學(xué)實(shí)習(xí)中教學(xué)技能的影響因素有：數(shù)學(xué)師范生認(rèn)知結(jié)構(gòu)；數(shù)學(xué)師范生校內(nèi)實(shí)踐訓(xùn)練；數(shù)學(xué)師范生對(duì)待教育實(shí)習(xí)的態(tài)度及未來(lái)職業(yè)定位；教師指導(dǎo)及同伴指導(dǎo)。
[Abstract]:The purpose of this study is to study the cognitive structure and educational practice of mathematics normal students. There are three main problems in the study: the present situation and analysis of the cognitive structure of mathematics normal school students; A study on the Development of Teaching skills in the Teaching practice of Mathematical normal School students; The purpose of this study is to test the degree of achievement of the training goal of mathematics normal students, and to provide some references for the cultivation of mathematics normal students in normal universities. To provide guidance for the teaching practice of mathematics normal students and to help them to prepare for their ideas and theories. This research takes the 2008 mathematics normal students of Guangxi normal University as the research object, according to the mathematics normal college students' course achievement. The qualitative and quantitative analysis of the self-compiled test papers and classroom videos in educational practice shows that: 1. In the cognitive structure of mathematics normal school students, the level of ontological knowledge and practical knowledge is good, and the conditional knowledge is qualified level; Mathematics teaching knowledge, psychology knowledge and teaching design and management strategies are poor. (2) Noumenon knowledge has a limited influence on the view of mathematics and education; Mathematics teaching knowledge and mathematical analysis, geometry and elementary mathematics have significant correlation; There is a significant correlation between pedagogy knowledge and instructional design and management strategies. (3) the development level of teaching skills of mathematics normal students is low; Noumenon knowledge and each dimension of mathematics normal students have limited influence on mathematics teaching skills, conditional knowledge has influence on mathematics teaching skills, but the influence is not significant. Mathematics teaching knowledge and pedagogy knowledge have significant influence on mathematics teaching skills, and mathematical education concept has significant influence on mathematics teaching skills. 4. The influencing factors of teaching skills in the teaching practice of mathematics normal students are as follows: the cognitive structure of mathematics normal students; The practice training of mathematics normal school students; Mathematics normal students' attitude towards educational practice and their future career orientation; Teacher guidance and peer guidance.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：O1-4;G652

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