【摘要】：教師知識(shí)重要的有代表性的研究是美國學(xué)者舒爾曼(Shulman)提出的教學(xué)內(nèi)容知識(shí),簡稱PCK(Pedagogical Content Knowledge)。但該理論對教師面向教學(xué)的知識(shí)關(guān)注不夠,而且缺乏實(shí)證研究的支持。美國數(shù)學(xué)家巴斯(Hyman Bass)和數(shù)學(xué)教育家鮑爾(Deborah Ball)等人從實(shí)踐出發(fā),提出了面向教學(xué)的數(shù)學(xué)知識(shí),簡稱MKT(Mathematical Knowledge for Teaching)。本研究選擇小學(xué)數(shù)學(xué)教師為研究對象,依據(jù)鮑爾團(tuán)隊(duì)對面向教學(xué)的數(shù)學(xué)知識(shí)結(jié)構(gòu)的解釋,綜合龐雅莉、黃興豐、黃澤和等人的研究,以小學(xué)數(shù)學(xué)內(nèi)容中“數(shù)”的部分為載體,形成了面向教學(xué)的小學(xué)數(shù)學(xué)知識(shí)的測試卷。測量四川省部分地區(qū)小學(xué)數(shù)學(xué)教師MKT現(xiàn)狀,并對其進(jìn)行分析。首先在成都市青羊區(qū)兩所小學(xué)的30名教師進(jìn)行試測,根據(jù)試測的結(jié)果對被試進(jìn)行訪談,對測試卷進(jìn)行改進(jìn);然后根據(jù)城市分類學(xué)選取了經(jīng)濟(jì)發(fā)達(dá)的省會(huì)城市成都市主城區(qū)(青羊區(qū)、錦江區(qū))和成都市郊區(qū)龍泉驛區(qū)、經(jīng)濟(jì)居中的三個(gè)地級(jí)市(峨眉山市、雅安市、攀枝花市)和經(jīng)濟(jì)欠發(fā)達(dá)的涼山州彝族自治州的西昌市,覆蓋了這六個(gè)地區(qū)小學(xué)102所,共選取320名優(yōu)秀小學(xué)數(shù)學(xué)教師進(jìn)行正式測試,共收到300份有效試卷。對數(shù)據(jù)使用SPSS軟件分析,試卷的?信度系數(shù)為0.68,符合可信度范圍(0.6-0.8),同時(shí),請高校教師、教研員和一線教師的專家對試卷內(nèi)容效度進(jìn)行了認(rèn)證。本研究表明:(1)在職小學(xué)數(shù)學(xué)教師的MKT整體水平不容樂觀。教師知識(shí)可以分為學(xué)科知識(shí)(CCK、SCK、HCK)和學(xué)科教學(xué)知識(shí)(KCT、KCS、KCC)。被試除了在一般內(nèi)容知識(shí)(CCK)上表現(xiàn)優(yōu)異之外,其余均比較有限,內(nèi)容與教學(xué)的知識(shí)(KCT)尤其薄弱。學(xué)科知識(shí)水平顯著高于學(xué)科教學(xué)知識(shí)水平。(2)從MKT的地區(qū)差異性來看,成都市主城區(qū)(青羊區(qū)、錦江區(qū))、成都市郊區(qū)龍泉驛區(qū)、峨眉山市、雅安市、攀枝花市、西昌市任意兩個(gè)地方之間的MKT均存在顯著性差異。成都市主城區(qū)(青羊區(qū)和錦江區(qū))、成都市郊區(qū)龍泉驛區(qū)、峨眉山市、雅安市MKT水平均顯著高于西昌市和攀枝花市。(3)各知識(shí)子類別的地區(qū)差異來看,六個(gè)地區(qū)被試在學(xué)科知識(shí)和學(xué)科教學(xué)知識(shí)上均存在顯著差異。成都市主城區(qū)(青羊區(qū)和錦江區(qū))、成都市郊區(qū)龍泉驛區(qū)、峨眉山市的CCK、SCK、HCK、KCT、KCS、KCC得分均高于攀枝花市,雅安市和西昌市。最后,根據(jù)上述研究結(jié)論,給出了進(jìn)一步的研究方向和在職小學(xué)數(shù)學(xué)教師的一些建議。
[Abstract]:The important representative research of teacher knowledge is the teaching content knowledge proposed by American scholar Schulman (Shulman), abbreviated as PCK (Pedagogical Content Knowledge). However, the theory does not pay enough attention to teachers' teaching-oriented knowledge and lacks the support of empirical research. American mathematician (Hyman Bass) and mathematics educator (Deborah Ball), etc., put forward teaching oriented mathematics knowledge, MKT (Mathematical Knowledge for Teaching). From practice. This study selects primary school mathematics teachers as the research object, according to Bauer's team's explanation of teaching-oriented mathematics knowledge structure, synthesizes the research by Pang Yali, Huang Xingfeng, Huang Zehe and others, and takes the "number" part of the primary school mathematics content as the carrier. Formed the teaching-oriented primary school mathematics knowledge test paper. The MKT status of primary school mathematics teachers in some areas of Sichuan Province was measured and analyzed. First, 30 teachers in two primary schools in Qingyang District of Chengdu were tested, and according to the results of the test, the subjects were interviewed and the test paper was improved. Then, according to the urban taxonomy, the author selects the capital city of Chengdu (Qingyang District, Jinjiang District) and the Longquanyi District in the suburb of Chengdu, and three prefecture-level cities (Emeishan City, Ya'an City) in the middle of the economy. Panzhihua City) and Xichang City of the economically underdeveloped Liangshan Yi Autonomous Prefecture, covering 102 primary schools in these six regions, selected 320 excellent primary school math teachers for formal tests and received 300 valid papers. Use SPSS software to analyze the data, test paper? The reliability coefficient is 0.68, which accords with the reliability range (0.6-0.8). At the same time, college teachers, teaching and research staff and first-line teachers are invited to verify the validity of the test paper content. This study shows that: (1) the overall level of MKT of primary school mathematics teachers is not optimistic. Teachers' knowledge can be divided into subject knowledge (CCK,SCK,HCK) and subject teaching knowledge (KCT,KCS,KCC). Except for the excellent performance in the general content knowledge (CCK), the others are relatively limited, and the content and teaching knowledge (KCT) are especially weak. The level of subject knowledge is significantly higher than that of subject teaching knowledge. (2) according to the regional differences of MKT, the main urban areas of Chengdu (Qingyang District, Jinjiang District), Longquanyi District, Emeishan City, Ya'an City, Panzhihua City in the suburbs of Chengdu, There was significant difference in MKT between any two places in Xichang city. The levels of MKT in the main urban areas of Chengdu (Qingyang District and Jinjiang District), Longquanyi District, Emeishan City, Ya'an City in Chengdu suburb are significantly higher than those in Xichang City and Panzhihua City. There are significant differences in subject knowledge and subject teaching knowledge in the six regions. The CCK,SCK,HCK,KCT,KCS,KCC scores of Chengdu City (Qingyang District and Jinjiang District), Longquanyi District, Chengdu suburb and Emeishan City are higher than those of Panzhihua City, Ya'an City and Xichang City. Finally, according to the above conclusions, the further research direction and some suggestions for serving primary school mathematics teachers are given.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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本文編號(hào)：2389019