本文選題：免費師范生 + 數(shù)學(xué)專業(yè)素質(zhì)�。� 參考：《華中師范大學(xué)》2012年碩士論文

【摘要】：新一輪的中學(xué)數(shù)學(xué)課程改革的實施對中學(xué)數(shù)學(xué)教師以及師范生提出了更高的標(biāo)準(zhǔn)和要求。師范生數(shù)學(xué)專業(yè)素質(zhì)是影響數(shù)學(xué)課程實施的重要因素之一,但是并非所有師范生的數(shù)學(xué)專業(yè)素質(zhì)不能夠滿足數(shù)學(xué)教育及數(shù)學(xué)教育改革發(fā)展的需要。本論文是在免費師范生政策實施的背景下,研究免費師范生數(shù)學(xué)專業(yè)素質(zhì)的發(fā)展。本論文主要采取了調(diào)查研究和理論闡釋的方式探討了師范生數(shù)學(xué)專業(yè)素質(zhì)的構(gòu)成要素及其關(guān)系；探索并揭示發(fā)展師范生數(shù)學(xué)專業(yè)素質(zhì)的關(guān)鍵因素；探索數(shù)學(xué)專業(yè)素質(zhì)的發(fā)展路徑；為促進(jìn)免費師范生數(shù)學(xué)專業(yè)素質(zhì)發(fā)展提出一些合理化建議。本文進(jìn)行了以下幾個方面的研究。 首先,在文獻(xiàn)研究的基礎(chǔ)上界定了數(shù)學(xué)專業(yè)素質(zhì)等核心概念,數(shù)學(xué)專業(yè)素質(zhì)包括數(shù)學(xué)知識、數(shù)學(xué)能力、數(shù)學(xué)情意三個維度。數(shù)學(xué)專業(yè)素質(zhì)的五種主要發(fā)展來源為學(xué)術(shù)性學(xué)習(xí)活動、教師教育類學(xué)習(xí)實踐、課外學(xué)習(xí)活動、中小學(xué)學(xué)習(xí)數(shù)學(xué)的經(jīng)歷、自我反思。 其次,結(jié)合理論資料、訪談討論、初步項目分析的基礎(chǔ)上編制了關(guān)于免費師范生數(shù)學(xué)專業(yè)素質(zhì)發(fā)展的調(diào)查問卷。采用分層隨機(jī)抽樣的方式對六所部屬師范院校數(shù)學(xué)與應(yīng)用數(shù)學(xué)專業(yè)2008、2009和2010級共890名免費師范生進(jìn)行了問卷調(diào)查。 再次,通過SPSS18.0進(jìn)行差異分析、主成分分析、回歸分析、路徑分析結(jié)合理論研究,得出了本論文的主要研究結(jié)論。(1)數(shù)學(xué)知識是基礎(chǔ),數(shù)學(xué)能力是核心,數(shù)學(xué)情意是動力；(2)五種來源在發(fā)展數(shù)學(xué)專業(yè)素質(zhì)時的作用大小依次為教師教育類學(xué)習(xí)實踐、課外學(xué)習(xí)活動、學(xué)術(shù)性學(xué)習(xí)活動、自我反思和中小學(xué)學(xué)習(xí)數(shù)學(xué)的經(jīng)歷；(3)上述五種來源之間存在著顯著的正相關(guān),即它們相互作用,促進(jìn)數(shù)學(xué)專業(yè)素質(zhì)的發(fā)展；(4)不同來源的作用大小在性別、年級和學(xué)校間存在一定的差異。 最后,要有效的發(fā)展數(shù)學(xué)與應(yīng)用數(shù)學(xué)專業(yè)免費師范生的數(shù)學(xué)專業(yè)素質(zhì),需要進(jìn)一步作出如下轉(zhuǎn)變：(1)加強(qiáng)不同來源對數(shù)學(xué)專業(yè)素質(zhì)各個維度的強(qiáng)化作用。(2)采取有效措施推動數(shù)學(xué)知識、數(shù)學(xué)能力和數(shù)學(xué)情意之問的相互作用和轉(zhuǎn)化。(3)尊重男生女生的身心發(fā)展差異,擬定并實施針對性的培養(yǎng)方案。(4)重視師范生課外學(xué)習(xí)生活,積極開發(fā)第二課堂。(5)認(rèn)真對待教師教育實踐課程和教學(xué)實習(xí)。(6)建立師范院校間的常態(tài)交流,促進(jìn)免費師范生享有更多的優(yōu)秀學(xué)習(xí)資源。
[Abstract]:The implementation of the new round of middle school mathematics curriculum reform has put forward higher standards and requirements for middle school mathematics teachers and normal students. The mathematics professional quality of normal school students is one of the important factors that influence the implementation of mathematics curriculum, but not all normal students' mathematics professional quality can not meet the needs of mathematics education and the reform and development of mathematics education. This paper studies the development of mathematics professional quality of free normal students under the background of implementing the policy of free normal students. This paper mainly adopts the way of investigation and theoretical explanation to probe into the constituent elements and their relations of mathematics professional quality of normal school students, to explore and reveal the key factors of developing the mathematics professional quality of normal school students. This paper explores the development path of mathematics specialty quality and puts forward some reasonable suggestions for promoting the development of mathematics specialty quality of free normal school students. This article has carried on the following several aspects research. Firstly, on the basis of literature research, this paper defines the core concepts of mathematics professional quality, which includes three dimensions: mathematical knowledge, mathematical ability and mathematical sentiment. The five main development sources of mathematics professional quality are academic learning activities, teachers' educational learning practices, extracurricular learning activities, mathematics learning experiences in primary and secondary schools, and self-reflection. Secondly, on the basis of theoretical data, interview discussion and preliminary project analysis, a questionnaire about the development of mathematics professional quality of free normal school students is compiled. A questionnaire survey was conducted among 890 students of mathematics and applied mathematics in six subordinate normal colleges and universities by stratified random sampling in 20082009 and 2010. Thirdly, through SPSS18.0 difference analysis, principal component analysis, regression analysis, path analysis combined with theoretical research, the main conclusion of this paper is that mathematical knowledge is the foundation, mathematical ability is the core. The function of five kinds of sources in the development of mathematics professional quality is as follows: teacher education learning practice, extracurricular learning activities, academic learning activities, etc. (3) there is a significant positive correlation between the five sources mentioned above, that is, they interact to promote the development of mathematics professional quality. There are certain differences between grades and schools. Finally, in order to effectively develop mathematics and applied mathematics majors of free normal students mathematics professional quality, Need to make the following further changes: 1) strengthen the enhancement of different sources on the various dimensions of mathematics professional diathesis. Take effective measures to promote mathematical knowledge. The interaction and transformation of mathematics ability and mathematical sentiment. 3) respecting the difference of physical and mental development of boys and girls, drawing up and implementing targeted training programs. 4) attaching importance to the extracurricular study and life of normal school students. Actively develop the second classroom. 5) take the teacher education practice curriculum and teaching practice seriously. 6) establish the normal exchange between normal colleges and universities, and promote the free normal students to enjoy more excellent learning resources.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G652.0;G633.6

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 唐勝;華中師范大學(xué)首屆美術(shù)學(xué)專業(yè)免費師范畢業(yè)生專業(yè)素質(zhì)發(fā)展?fàn)顩r研究[D];華中師范大學(xué);2013年

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本文編號：1831671