發(fā)布時(shí)間：2018-06-02 11:31

  本文選題：數(shù)學(xué)專業(yè)碩士 + 數(shù)學(xué)學(xué)科知識(shí)�。� 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：在如今日益重視教師素質(zhì)以及社會(huì)廣泛關(guān)注教育專業(yè)的背景下,本文以數(shù)學(xué)全日制專業(yè)碩士為主要對(duì)象,對(duì)數(shù)學(xué)全日制專業(yè)碩士數(shù)學(xué)學(xué)科知識(shí)的掌握情況進(jìn)行調(diào)查研究。本文對(duì)數(shù)學(xué)學(xué)科知識(shí)的定義構(gòu)成及現(xiàn)實(shí)狀況、專業(yè)碩士研究現(xiàn)狀進(jìn)行整理分析,結(jié)合現(xiàn)行數(shù)學(xué)課程標(biāo)準(zhǔn)、數(shù)學(xué)教材,對(duì)數(shù)學(xué)專業(yè)碩士的數(shù)學(xué)學(xué)科知識(shí)提出數(shù)學(xué)基礎(chǔ)知識(shí)、數(shù)學(xué)思想方法、數(shù)學(xué)史知識(shí)三大維度,在此基礎(chǔ)上編制《全日制數(shù)學(xué)專業(yè)碩士數(shù)學(xué)學(xué)科知識(shí)掌握情況調(diào)查問卷》。對(duì)共計(jì)百名數(shù)學(xué)專業(yè)碩士和大四數(shù)學(xué)師范生發(fā)放問卷,在統(tǒng)計(jì)的基礎(chǔ)上,進(jìn)行整體分析、差異性分析、相關(guān)性分析,具體而言,得出以下結(jié)論:(1)在整體狀況的分析中,全卷平均19.67分,專業(yè)碩士群體的均分為20.65分(總分28),標(biāo)準(zhǔn)差為4.59,本科數(shù)學(xué)師范畢業(yè)生群體的均分為17.76分(總分28),標(biāo)準(zhǔn)差為4.96;專業(yè)碩士得分高于本科師范畢業(yè)生。(2)在數(shù)學(xué)專業(yè)碩士對(duì)三大維度的重要性排序中,有54.6%的被試認(rèn)為數(shù)學(xué)基礎(chǔ)知識(shí)重要性排第一,數(shù)學(xué)思想方法次之,最后是數(shù)學(xué)史知識(shí)。在本科大四的數(shù)學(xué)師范生對(duì)三大維度的重要性排序中,有74%的絕大部分被試認(rèn)為數(shù)學(xué)基礎(chǔ)知識(shí)占首要地位。可見,不論是專業(yè)碩士還是本科師范畢業(yè)生,均有大部分被試認(rèn)為數(shù)學(xué)基礎(chǔ)知識(shí)最重要,數(shù)學(xué)作為一門解題研究的學(xué)科,基礎(chǔ)知識(shí)掌握水平能直觀反映出解題能力和對(duì)數(shù)學(xué)學(xué)科內(nèi)容的理解。(3)在差異性分析中,通過對(duì)數(shù)學(xué)學(xué)科知識(shí)及其三大維度進(jìn)行性別、學(xué)歷、年級(jí)、本科專業(yè)四方面的差異性檢驗(yàn),得到如下結(jié)論:數(shù)學(xué)基礎(chǔ)知識(shí)維度平均7.74分,數(shù)學(xué)思想方法維度平均5.59分,數(shù)學(xué)史知識(shí)維度平均6.36分,總體數(shù)學(xué)學(xué)科知識(shí)水平:女生顯著優(yōu)于男生,研一優(yōu)于研二但不顯著,專業(yè)碩士比本科數(shù)學(xué)師范生有顯著優(yōu)勢(shì),本科是數(shù)學(xué)專業(yè)的專業(yè)碩士顯著優(yōu)于本科非數(shù)學(xué)專業(yè)的專業(yè)碩士。(4)在相關(guān)性分析中,教育碩士群體內(nèi),三大維度與數(shù)學(xué)學(xué)科知識(shí)之間是極顯著的正相關(guān),且數(shù)學(xué)史知識(shí)水平對(duì)數(shù)學(xué)學(xué)科知識(shí)影響最大;從性別上看,女生在三大維度上有兩個(gè)維度的相關(guān)性要高于男生,且不論男女在三維度與數(shù)學(xué)學(xué)科知識(shí)總體上呈現(xiàn)顯著相關(guān)的狀態(tài);從年級(jí)上看,在三大維度上,研二學(xué)生數(shù)學(xué)基礎(chǔ)知識(shí)維度與數(shù)學(xué)學(xué)科知識(shí)總體相關(guān)性大于數(shù)學(xué)思想方法知識(shí)維度與數(shù)學(xué)學(xué)科知識(shí)總體的相關(guān)性。
[Abstract]:Under the background of paying more and more attention to the teachers' quality and the education specialty, this paper investigates and studies the mastering of the mathematics subject knowledge of the full-time mathematics master's degree as the main object. In this paper, the definition and composition of mathematics subject knowledge and the present situation of professional master's research are analyzed. Combining with the current mathematics curriculum standard and mathematics teaching material, this paper puts forward the mathematics basic knowledge of mathematics master's knowledge. On the basis of the three dimensions of mathematics thought and method and mathematics history knowledge, the questionnaire on the mastering of mathematics knowledge of full-time mathematics master was compiled. On the basis of statistics, a total of 100 mathematics master's and senior mathematics normal school students were given questionnaires. On the basis of statistics, the overall analysis, the difference analysis, and the correlation analysis were carried out. In particular, the following conclusion was drawn: 1) in the analysis of the overall situation, The average score of the whole volume is 19.67, The group of professional masters are divided into 20.65 points (total score 28, standard deviation is 4.59, the group of graduates of undergraduate mathematics teachers are divided into 17.76 points (total score 28, standard deviation is 4.96; professional master's score is higher than that of undergraduate normal graduates. In the order of importance of the three dimensions, 54.6% of the subjects thought that the basic knowledge of mathematics was the most important, followed by the thought and method of mathematics, and the knowledge of history of mathematics. In the ranking of the importance of mathematics normal students to the three dimensions, 74% of them think that the basic knowledge of mathematics is the most important. It can be seen that most of the subjects, whether they are major masters or undergraduate teachers, think that the basic knowledge of mathematics is the most important, and that mathematics is a subject of problem-solving research. The mastery level of basic knowledge can directly reflect the ability to solve problems and the understanding of mathematics subject content. In the difference analysis, the author carries on gender, education, grade through the knowledge of mathematics subject and its three dimensions. The results show that the average score of basic knowledge is 7.74, that of thought and method is 5.59, that of history of mathematics is 6.36, that of knowledge of history of mathematics is 6.36, and that of knowledge of history of mathematics is 6.36. The overall knowledge level of mathematics subjects: female students are significantly superior to boys, research one is superior to research two but not significant, professional masters have significant advantages over undergraduate mathematics normal students. In the correlation analysis, there is a significant positive correlation between the three dimensions and the knowledge of mathematics. And the knowledge level of mathematics history has the greatest influence on the knowledge of mathematics subject, and from the gender point of view, the correlation of two dimensions of female students in the three dimensions is higher than that of boys. Regardless of the significant correlation between men and women in three dimensions and mathematical knowledge in general, in grade, in the three dimensions, The correlation between mathematics basic knowledge dimension and mathematics subject knowledge is greater than that between mathematics thought method knowledge dimension and mathematics subject knowledge.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G643;O1-4

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