小學教育專業(yè)師范生的數(shù)學教師專業(yè)知識的研究
發(fā)布時間：2018-11-22 19:09
【摘要】：自20世紀80年代以來，教師專業(yè)發(fā)展已經成為國際教育改革的一個重要趨勢，成為廣大教育理論工作者、教育實踐者關注和討論的熱點問題之一。隨著教師專業(yè)化的研究的深入,作為教師專業(yè)化發(fā)展的一部分──教師專業(yè)知識也已經成為教育教學研究的重要領域和重大理論問題。隨著新一輪基礎教育課程改革的發(fā)展，，小學教育的教育質量越來越受到大家的關注。因為小學教育是整個教育體系的重要基礎，小學教育的質量直接影響著學生以后的發(fā)展。所以本研究對小學教育專業(yè)師范生的教師專業(yè)知識及其來源進行了調查與分析。 本研究以東北師范大學小學教育專業(yè)大一至大四年級的師范生和首都師范大學小學教育專業(yè)大三年級的師范生為研究對象，對他們的小學數(shù)學教師專業(yè)知識進行了調查。研究方法主要是以調查問卷為主。問卷是由數(shù)學教育專家和經驗豐富的數(shù)學教師編寫而成，按照教育理論知識、一般課程知識、數(shù)學課程知識、數(shù)學學科知識和數(shù)學學科教學法知識五個維度的理論框架編制。問卷分為三大部分。第一部分是關于師范生年級、性別等背景信息的內容。第二部分是正式的教師知識測驗。包括五個方面的內容：教育理論知識部分、一般課程知識部分、數(shù)學課程知識部分、數(shù)學學科知識部分和數(shù)學教學法知識部分。第三部分是對教師專業(yè)知識來源的調查。主要調查四種專業(yè)知識的來源，即教育理論知識、小學數(shù)學課程知識、小學數(shù)學知識和小學數(shù)學教學法知識。研究結果顯示：1.小學教育專業(yè)師范生對教育理論知識部分、一般課程知識部分和數(shù)學課程知識部分的掌握情況隨著年級的提高而提高。且在數(shù)學學科知識部分上，大四的得分高于其他年級。2.在數(shù)學學科教學法知識上，大三的得分明顯高于其他年級。3.首都師范大學與東北師范大學的對比研究表明，東師大三年級的師范生在教育理論知識總分、一般課程知識總分、數(shù)學課程知識總分和數(shù)學學科教學法知識總分上都優(yōu)于首都師大的大三年級的學生。4.教育見習實習和數(shù)學教學法課是小學教育專業(yè)師范生提高數(shù)學教師專業(yè)知識的最重要來源。
[Abstract]:Since the 1980s, the professional development of teachers has become an important trend of international education reform, and has become one of the hot issues concerned and discussed by educational theorists and educational practitioners. With the deepening of the research on teacher specialization, as a part of the development of teacher specialization With the development of the new basic education curriculum reform, the quality of primary education has attracted more and more attention. Because primary education is an important foundation of the whole education system, the quality of primary education directly affects the development of students. Therefore, this study investigates and analyzes the teachers' professional knowledge and its sources. This study investigated the professional knowledge of primary school mathematics teachers in Northeastern normal University and Capital normal University. The research method is mainly questionnaire. The questionnaire is compiled by mathematics education experts and experienced mathematics teachers, according to the theoretical framework of five dimensions of educational theory knowledge, general curriculum knowledge, mathematics subject knowledge and mathematics teaching method knowledge. The questionnaire is divided into three parts. The first part is about the content of background information, such as grade, gender and so on. The second part is the formal teacher knowledge test. It includes five parts: the part of educational theory, the part of general course knowledge, the part of mathematics subject knowledge and the part of mathematics teaching method. The third part is the investigation of the source of teachers' professional knowledge. This paper mainly investigates the sources of four kinds of professional knowledge, that is, educational theory knowledge, elementary school mathematics curriculum knowledge, primary school mathematics knowledge and elementary school mathematics teaching method knowledge. The results show that: 1. With the improvement of grade, the students of primary education major in normal school master the part of educational theory knowledge, the part of general curriculum knowledge and the part of mathematics curriculum knowledge. And in the mathematics subject knowledge part, the senior grade scores higher than the other grades. 2. In mathematics teaching method knowledge, junior significantly higher than other grades. 3. 3. A comparative study between Capital normal University and Northeast normal University shows that the junior normal students of East normal University have the total score of educational theory knowledge, the total score of general curriculum knowledge, The total score of mathematics course knowledge and mathematics teaching method is superior to the junior grade students of Capital normal University. 4. 4. The teaching practice and mathematics teaching method are the most important sources of improving mathematics teachers' professional knowledge.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：O1-4;G652
本文編號：2350278
[Abstract]:Since the 1980s, the professional development of teachers has become an important trend of international education reform, and has become one of the hot issues concerned and discussed by educational theorists and educational practitioners. With the deepening of the research on teacher specialization, as a part of the development of teacher specialization With the development of the new basic education curriculum reform, the quality of primary education has attracted more and more attention. Because primary education is an important foundation of the whole education system, the quality of primary education directly affects the development of students. Therefore, this study investigates and analyzes the teachers' professional knowledge and its sources. This study investigated the professional knowledge of primary school mathematics teachers in Northeastern normal University and Capital normal University. The research method is mainly questionnaire. The questionnaire is compiled by mathematics education experts and experienced mathematics teachers, according to the theoretical framework of five dimensions of educational theory knowledge, general curriculum knowledge, mathematics subject knowledge and mathematics teaching method knowledge. The questionnaire is divided into three parts. The first part is about the content of background information, such as grade, gender and so on. The second part is the formal teacher knowledge test. It includes five parts: the part of educational theory, the part of general course knowledge, the part of mathematics subject knowledge and the part of mathematics teaching method. The third part is the investigation of the source of teachers' professional knowledge. This paper mainly investigates the sources of four kinds of professional knowledge, that is, educational theory knowledge, elementary school mathematics curriculum knowledge, primary school mathematics knowledge and elementary school mathematics teaching method knowledge. The results show that: 1. With the improvement of grade, the students of primary education major in normal school master the part of educational theory knowledge, the part of general curriculum knowledge and the part of mathematics curriculum knowledge. And in the mathematics subject knowledge part, the senior grade scores higher than the other grades. 2. In mathematics teaching method knowledge, junior significantly higher than other grades. 3. 3. A comparative study between Capital normal University and Northeast normal University shows that the junior normal students of East normal University have the total score of educational theory knowledge, the total score of general curriculum knowledge, The total score of mathematics course knowledge and mathematics teaching method is superior to the junior grade students of Capital normal University. 4. 4. The teaching practice and mathematics teaching method are the most important sources of improving mathematics teachers' professional knowledge.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：O1-4;G652
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