本文關(guān)鍵詞： 數(shù)學(xué)學(xué)科教學(xué)知識(shí)(MPCK) 學(xué)科教學(xué)知識(shí)(PCK) 教師知識(shí)評(píng)價(jià) 教師特征變量 小學(xué)數(shù)學(xué)教師　出處：《華東師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：數(shù)學(xué)學(xué)科教學(xué)知識(shí)(MPCK)是影響數(shù)學(xué)教與學(xué)的關(guān)鍵因素,是衡量數(shù)學(xué)教師專業(yè)發(fā)展的核心指標(biāo)。對(duì)數(shù)學(xué)教師的MPCK現(xiàn)狀進(jìn)行實(shí)證研究,不僅符合當(dāng)前國(guó)際數(shù)學(xué)教育研究的發(fā)展方向,更是深化我國(guó)數(shù)學(xué)教學(xué)和教師教育改革的迫切要求,具有重要的學(xué)術(shù)價(jià)值、實(shí)踐價(jià)值和政策意義。本研究旨在對(duì)廣東省小學(xué)數(shù)學(xué)教師MPCK現(xiàn)狀進(jìn)行調(diào)查與分析,主要研究?jī)蓚�(gè)方面問(wèn)題：一個(gè)是小學(xué)數(shù)學(xué)教師MPCK調(diào)查工具研制,另一個(gè)是小學(xué)數(shù)學(xué)教師MPCK現(xiàn)狀探究。后一個(gè)問(wèn)題又被分解為3個(gè)子問(wèn)題：(1)小學(xué)數(shù)學(xué)教師MPCK的總體狀況如何?在三個(gè)維度有何具體表現(xiàn)?(2)不同地區(qū)(區(qū)縣之間、城鄉(xiāng)之間)小學(xué)數(shù)學(xué)教師MPCK是否存在差異?(3)教師特征變量(性別、年齡、學(xué)歷、學(xué)科背景、教齡、小學(xué)數(shù)學(xué)教齡、職稱、任教年級(jí)經(jīng)歷)對(duì)小學(xué)數(shù)學(xué)教師MPCK是否存在影響?本研究建立了《小學(xué)數(shù)學(xué)教師MPCK調(diào)查問(wèn)卷》,該工具主要具有三個(gè)特點(diǎn)：1.適用于大樣本研究；2.調(diào)查內(nèi)容的覆蓋面廣；3.具有本土化特征。采用問(wèn)卷調(diào)查和個(gè)別訪談兩種方法對(duì)研究問(wèn)題進(jìn)行探究,得到如下主要結(jié)論：1.小學(xué)數(shù)學(xué)教師MPCK的內(nèi)容維度相對(duì)最為薄弱；2.小學(xué)數(shù)學(xué)教師MPCK存在著顯著的省域和市域差異；3.城鄉(xiāng)結(jié)合部和農(nóng)村小學(xué)數(shù)學(xué)教師MPCK發(fā)展是薄弱環(huán)節(jié)；4.年齡、學(xué)歷和任教年級(jí)經(jīng)歷對(duì)小學(xué)數(shù)學(xué)教師MPCK具有顯著影響；5.性別、學(xué)科背景、教齡和職稱對(duì)小學(xué)數(shù)學(xué)教師MPCK沒(méi)有顯著影響。根據(jù)以上研究結(jié)論,對(duì)教師政策制定、教師教育課程重建和教師管理制度改革等提出四條建議：1.加強(qiáng)省級(jí)統(tǒng)籌力度,縮小教師專業(yè)發(fā)展的地區(qū)差異；2.重構(gòu)小學(xué)數(shù)學(xué)教師教育課程內(nèi)容,促進(jìn)教師MPCK發(fā)展；3.改進(jìn)教師管理制度,保障各類小學(xué)數(shù)學(xué)教師專業(yè)成長(zhǎng)機(jī)會(huì)；4.實(shí)行更開(kāi)放的教師政策,吸收不同專業(yè)背景人員進(jìn)入小學(xué)數(shù)學(xué)教師隊(duì)伍。
[Abstract]:Mathematics teaching knowledge is the key factor that affects mathematics teaching and learning, and it is the core index to measure the professional development of mathematics teachers. The empirical study on the present situation of mathematics teachers' MPCK not only accords with the development direction of the international mathematics education research, but also the key factor of mathematics teaching and learning. It has important academic value, practical value and policy significance. The purpose of this study is to investigate and analyze the present situation of MPCK of primary school mathematics teachers in Guangdong Province. This paper mainly studies two problems: one is the development of primary school mathematics teachers' MPCK investigation tool, the other is the current situation of primary school mathematics teachers' MPCK. The latter question is decomposed into three sub-questions: 1) what is the overall situation of MPCK? What are the three dimensions? (2) are there differences in MPCK among primary school math teachers in different regions (districts and counties, between urban and rural areas)? (3) do teachers' characteristic variables (sex, age, academic background, academic background, teaching years, primary school mathematics teaching years, professional titles, teaching experience) have any influence on MPCK of primary school mathematics teachers? This study established the MPCK questionnaire for Primary School Mathematics Teachers. The tool has three characteristics: 1.It is suitable for large sample research 2.The coverage of the survey content is wide and local. 2. The questionnaire and individual interview are adopted. To explore the problem, The main conclusions are as follows: 1.The content dimension of MPCK of primary school mathematics teachers is relatively weak 2.There are significant differences between provincial and city regions in MPCK of primary school mathematics teachers 3.The MPCK development of primary school mathematics teachers in urban and rural areas and rural areas is a weak link. Education and grade experience have significant influence on MPCK of primary school mathematics teachers. Gender, subject background, teaching age and professional title have no significant influence on MPCK of primary school mathematics teachers. Reform of teacher education curriculum and teacher management system. 1. Strengthen provincial coordination and reduce the regional differences in teachers' professional development. 2. Reconstruct the curriculum content of primary school mathematics teacher education. 3. To improve the teacher management system and ensure the professional growth opportunities of all kinds of primary school mathematics teachers. 4. To implement a more open teacher policy and attract people from different professional backgrounds to join the elementary school mathematics teachers.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G623.5
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本文編號(hào)：1540596