本文選題：小學數(shù)學教師　切入點：學科知識　出處：《西南大學》2015年碩士論文

【摘要】：學科知識是教師知識的重要組成部分,而數(shù)學教師學科知識是數(shù)學教師所具有的特定的數(shù)學學科的知識,包括教師對數(shù)學概念的把握、本質(zhì)的理解,及其數(shù)學知識之間關系的認識。本研究以重慶市小學數(shù)學教師為對象,旨在調(diào)查目前小學數(shù)學教師的學科知識的掌握情況是否能夠滿足教學的需要,存在哪些優(yōu)勢與不足,并分析影響小學數(shù)學教師學科知識掌握的因素。本研究基于美國學者Ball對數(shù)學教師學科知識的劃分,以《基本概念與運算法則——小學數(shù)學教學中的核心問題》(史寧中編著)為主要參考,編制了《小學數(shù)學教師學科知識測試卷》,對重慶市114名小學數(shù)學教師進行了測試,以了解其掌握數(shù)學學科知識的狀況。研究表明：(1)小學數(shù)學教師對學科知識掌握情況并不樂觀,整體成績較低,大多數(shù)教師得分沒有達到及格水平；(2)小學數(shù)學教師在“圖形與幾何”領域掌握相對較好,其次是“統(tǒng)計與概率”領域,最后是“數(shù)與代數(shù)”領域；(3)從對數(shù)學學科知識的掌握程度看,在“正確性”(Truth Value)維度表現(xiàn)最好,其次是“解釋性”(Legitimacy)維度,在“聯(lián)系性”(Connectedness)維度的表現(xiàn)最低。筆者對影響小學數(shù)學教師掌握學科知識的因素做了初步研究,發(fā)現(xiàn)：(1)相比較其他因素而言,“教齡”是最重要的因素,教齡越長,其學科知識往往掌握得更好；(2)對職初教師而言,學歷高的教師對學科知識的掌握更好,但是對于教齡長的教師來說,學歷的影響并不明顯；(3)大學數(shù)學學習的經(jīng)歷對小學數(shù)學教師的學科知識有一定的影響,特別是1-10年教齡的教師,學過大學數(shù)學的教師比沒有學過的教師對學科知識掌握程度更好,但是10年教齡以上的教師差異不大；(4)培訓對小學數(shù)學教師的學科知識的掌握沒有顯著影響。基于調(diào)查以及對個別一線教師和教育管理者的訪談,筆者認為提升、改善小學數(shù)學教師對學科知識的掌握程度的主要途徑有：(1)培養(yǎng)小學數(shù)學教師的高校主動調(diào)整大學課程內(nèi)容的設置,開設促進學生深層次理解小學數(shù)學知識的課程；(2)在日常教研活動中,多從教師對數(shù)學學科知識理解的視角去探析教師在教學中存在的問題,多從數(shù)學的角度去尋找提高小學數(shù)學教學質(zhì)量的辦法；(3)開發(fā)有效的測試工具對小學數(shù)學教師進行診斷,讓其意識到自身在學科知識上的欠缺,并認識到數(shù)學學科知識的理解程度與教學質(zhì)量之間的關系,從外在要求變成內(nèi)在需要；(4)開展校際間、地區(qū)間教師幫扶,提高薄弱學校的教師學科知識水平；(5)建立專家聯(lián)系機制,加強與大學的數(shù)學教育研究者的交流,提高小學數(shù)學教師對學科知識的深層次理解。
[Abstract]:Subject knowledge is an important part of teacher's knowledge, and mathematics teacher's subject knowledge is the knowledge of mathematics teacher's specific mathematics subject, including the teacher's understanding of the concept and essence of mathematics.And the understanding of the relationship between its mathematical knowledge.The purpose of this study is to investigate whether the knowledge of mathematics teachers in primary schools can meet the needs of teaching, and what are the advantages and disadvantages.It also analyzes the factors that affect the knowledge of mathematics teachers in primary school.This study is based on the division of mathematics teachers' knowledge by American scholar Ball. The main reference is "basic Concepts and algorithms-the Core problems in Primary Mathematics Teaching" (edited by Shi Ningzhong).The subject knowledge test volume of primary school mathematics teachers was compiled and 114 primary school mathematics teachers in Chongqing were tested in order to understand their knowledge of mathematics subject.The study shows that: 1) Primary school mathematics teachers are not optimistic about their mastery of subject knowledge, their overall results are low, and most of them do not reach the pass level. (2) Primary school mathematics teachers have a relatively good grasp of the field of "graphics and geometry".Secondly, in the field of statistics and probability, and finally in the field of numbers and algebras. In terms of the degree of mastery of mathematical knowledge, the best performance is in the dimension of "correctness" and truth value, followed by the "explanatory" dimension.The lowest performance was found in the connective dimension.The author has made a preliminary study on the factors that affect primary school mathematics teachers' mastery of subject knowledge, and found that compared with other factors, "teaching age" is the most important factor, and the longer the teaching period is,Teachers with higher academic qualifications tend to master better knowledge of the subject, but for teachers with high academic qualifications, teachers with high academic qualifications tend to master the subject knowledge better than teachers with high academic qualifications.The influence of academic background is not obvious. (3) the experience of learning mathematics in university has a certain influence on the subject knowledge of primary school mathematics teachers, especially the teachers with 1-10 years of teaching age.The teachers who have studied mathematics in university have a better mastery of subject knowledge than those who have not, but there is no significant difference between teachers who have taught for more than 10 years (4) the training has no significant influence on the mastery of subject knowledge of primary school mathematics teachers.Based on the investigation and interviews with individual front-line teachers and education administrators, the author thinks that promotion,The main ways to improve the mastery of elementary school mathematics teachers' subject knowledge are as follows: (1) Colleges and universities that train primary school mathematics teachers actively adjust the contents of university courses.In daily teaching and research activities, the problems existing in teachers' teaching are analyzed from the perspective of teachers' understanding of mathematics knowledge.Looking for ways to improve the quality of Mathematics Teaching in Primary Schools from the Perspective of Mathematics.) to develop effective testing tools to diagnose primary school mathematics teachers and make them aware of their lack of knowledge in subjects.And recognizing the relationship between the degree of understanding of mathematical knowledge and the quality of teaching, from external requirements to internal needs)) developing inter-school, inter-regional teacher support and improving teachers' knowledge level in weak schools.Strengthen the communication with the university mathematics education researchers, improve the elementary school mathematics teachers' deep understanding of the subject knowledge.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

【參考文獻】

相關期刊論文 前9條

1 馬云鵬;趙冬臣;韓繼偉;宋祥;趙曉光;;中學教師專業(yè)知識狀況調(diào)查研究[J];東北師大學報(哲學社會科學版);2008年06期

2 曹培英;;新課程背景下小學數(shù)學教師本體性知識的缺失及其對策研究[J];課程.教材.教法;2006年06期

3 張基益;;論小學數(shù)學教師的數(shù)學知識[J];科教文匯(中旬刊);2007年12期

4 陳其歐;;夯實學科知識的基礎促 進小學數(shù)學教師專業(yè)發(fā)展——從小學數(shù)學教師的知識性錯誤說起[J];新教育;2012年04期

5 黃玲俠;;淺談職前小學數(shù)學教師的學科知識需求[J];陜西教育(高教版);2011年03期

6 李渺;喻平;唐劍嵐;黃曉學;;中小學數(shù)學教師知識調(diào)查研究[J];數(shù)學教育學報;2007年04期

7 黃興豐;龔玲梅;湯炳興;;職前后中學數(shù)學教師學科知識的比較研究[J];數(shù)學教育學報;2010年06期

8 黃興豐;馬云鵬;;美國數(shù)學教師學科知識評價方法的述評[J];數(shù)學教育學報;2013年01期

9 康世剛;;教師培訓也應該重視學科知識的提升[J];當代教育科學;2013年09期

相關碩士學位論文 前5條

1 王紅彬;教師專業(yè)成長過程中的知識培養(yǎng)[D];湖南師范大學;2004年

2 高珊;北京市小學教師數(shù)學學科知識的調(diào)查與分析[D];首都師范大學;2008年

3 陳曉晨;師范生學科知識學習階段教師專業(yè)素質(zhì)的發(fā)展狀況研究[D];東北師范大學;2010年

4 劉帥;小學數(shù)學教師幾何知識掌握狀況的調(diào)查研究[D];東北師范大學;2012年

5 李丹;高校教師教學知識發(fā)展研究[D];上海師范大學;2013年

，

本文編號：1717387