發(fā)布時間：2018-04-06 01:30

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

【摘要】：學(xué)科知識是教師知識的重要組成部分,而數(shù)學(xué)教師學(xué)科知識是數(shù)學(xué)教師所具有的特定的數(shù)學(xué)學(xué)科的知識,包括教師對數(shù)學(xué)概念的把握、本質(zhì)的理解,及其數(shù)學(xué)知識之間關(guān)系的認識。本研究以重慶市小學(xué)數(shù)學(xué)教師為對象,旨在調(diào)查目前小學(xué)數(shù)學(xué)教師的學(xué)科知識的掌握情況是否能夠滿足教學(xué)的需要,存在哪些優(yōu)勢與不足,并分析影響小學(xué)數(shù)學(xué)教師學(xué)科知識掌握的因素。本研究基于美國學(xué)者Ball對數(shù)學(xué)教師學(xué)科知識的劃分,以《基本概念與運算法則——小學(xué)數(shù)學(xué)教學(xué)中的核心問題》(史寧中編著)為主要參考,編制了《小學(xué)數(shù)學(xué)教師學(xué)科知識測試卷》,對重慶市114名小學(xué)數(shù)學(xué)教師進行了測試,以了解其掌握數(shù)學(xué)學(xué)科知識的狀況。研究表明：(1)小學(xué)數(shù)學(xué)教師對學(xué)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(xué)數(shù)學(xué)教師在“圖形與幾何”領(lǐng)域掌握相對較好,其次是“統(tǒng)計與概率”領(lǐng)域,最后是“數(shù)與代數(shù)”領(lǐng)域；(3)從對數(shù)學(xué)學(xué)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(xué)數(shù)學(xué)教師掌握學(xué)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(xué)科知識往往掌握得更好；(2)對職初教師而言,學(xué)歷高的教師對學(xué)科知識的掌握更好,但是對于教齡長的教師來說,學(xué)歷的影響并不明顯；(3)大學(xué)數(shù)學(xué)學(xué)習(xí)的經(jīng)歷對小學(xué)數(shù)學(xué)教師的學(xué)科知識有一定的影響,特別是1-10年教齡的教師,學(xué)過大學(xué)數(shù)學(xué)的教師比沒有學(xué)過的教師對學(xué)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(xùn)對小學(xué)數(shù)學(xué)教師的學(xué)科知識的掌握沒有顯著影響�；谡{(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(xué)數(shù)學(xué)教師對學(xué)科知識的掌握程度的主要途徑有：(1)培養(yǎng)小學(xué)數(shù)學(xué)教師的高校主動調(diào)整大學(xué)課程內(nèi)容的設(shè)置,開設(shè)促進學(xué)生深層次理解小學(xué)數(shù)學(xué)知識的課程；(2)在日常教研活動中,多從教師對數(shù)學(xué)學(xué)科知識理解的視角去探析教師在教學(xué)中存在的問題,多從數(shù)學(xué)的角度去尋找提高小學(xué)數(shù)學(xué)教學(xué)質(zhì)量的辦法；(3)開發(fā)有效的測試工具對小學(xué)數(shù)學(xué)教師進行診斷,讓其意識到自身在學(xué)科知識上的欠缺,并認識到數(shù)學(xué)學(xué)科知識的理解程度與教學(xué)質(zhì)量之間的關(guān)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(xué)校的教師學(xué)科知識水平；(5)建立專家聯(lián)系機制,加強與大學(xué)的數(shù)學(xué)教育研究者的交流,提高小學(xué)數(shù)學(xué)教師對學(xué)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(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

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