本文關(guān)鍵詞：當(dāng)前高中數(shù)學(xué)職前教師TMPCK薄弱原因分析及改進對策研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著信息技術(shù)的迅猛發(fā)展,技術(shù)對課堂教學(xué)的影響力度越來越大,信息技術(shù)與數(shù)學(xué)課堂教學(xué)的整合越來越受重視,在信息技術(shù)與數(shù)學(xué)教學(xué)相互融合的大背景下,“整合技術(shù)的數(shù)學(xué)教學(xué)知識”(TMPCK)是數(shù)學(xué)教師所必備的知識結(jié)構(gòu)。高中數(shù)學(xué)職前教師作為即將進入高中數(shù)學(xué)教師隊伍的新鮮血液,他們的TMPCK水平至關(guān)重要。本文的研究目的主要包括以下幾個方面,首先在前人研究的基礎(chǔ)上分析TMPCK的內(nèi)涵與結(jié)構(gòu);其次在高中數(shù)學(xué)職前教師TMPCK薄弱的大背景下,形成高中數(shù)學(xué)職前教師TMPCK薄弱原因問卷,探索高中數(shù)學(xué)職前教師TMPCK薄弱的原因并給出針對性的改進措施。本次研究表明:首先,高中數(shù)學(xué)職前教師TMPCK水平薄弱。其次,導(dǎo)致薄弱的原因主要包括以下幾個方面:專業(yè)基礎(chǔ)知識不牢固;不熟悉高中數(shù)學(xué)教材;對各類信息技術(shù)基本技能的掌握不夠;對能夠幫助學(xué)生理解和解決高中數(shù)學(xué)問題的技術(shù)了解不夠;不能很好的根據(jù)教學(xué)需要選擇恰當(dāng)?shù)募夹g(shù);在技術(shù)與教學(xué)方法的配合上不夠靈活;不能靈活地根據(jù)不同的高中數(shù)學(xué)主題選擇合適的教學(xué)方法;不能很好的引導(dǎo)學(xué)生關(guān)注不同高中數(shù)學(xué)概念之間的聯(lián)系。最后,根據(jù)薄弱原因給出針對性的改進對策。相關(guān)課程設(shè)置及內(nèi)容:優(yōu)化調(diào)整課程結(jié)構(gòu);改進課程評價指標(biāo);建立TMPCK優(yōu)秀案例網(wǎng)絡(luò)資源庫;促進教育實踐。相關(guān)教學(xué)的基本要求:注重培養(yǎng)數(shù)學(xué)師范生的數(shù)學(xué)思維能力;注重教授知識的應(yīng)用性與實踐性;為學(xué)生推薦關(guān)于課堂組織管理類的資源;加強關(guān)于解決數(shù)學(xué)問題的技術(shù)的教學(xué);組織學(xué)生評課活動;任課教師增強自身整合技術(shù)的學(xué)科教學(xué)能力;嚴(yán)格要求學(xué)生。對數(shù)學(xué)師范生學(xué)習(xí)的基本要求:夯實專業(yè)基礎(chǔ)知識;努力學(xué)習(xí)高中數(shù)學(xué)知識;增強對各類信息技術(shù)基本技能的掌握;閱讀課堂組織管理類的書籍;分析高中數(shù)學(xué)教學(xué)TMPCK優(yōu)秀案例;珍惜教育見習(xí)和教育實習(xí)機會;積極參加說課和模擬講課活動;積極參加校外實踐。
[Abstract]:With the rapid development of information technology, technology has more and more influence on classroom teaching, and the integration of information technology and mathematics classroom teaching has been paid more and more attention, under the background of the integration of information technology and mathematics teaching. "Integrated Technical Mathematics Teaching knowledge" (TMPCK) is a necessary knowledge structure for mathematics teachers. Their TMPCK level is very important. The purpose of this paper mainly includes the following aspects: firstly, the connotation and structure of TMPCK are analyzed on the basis of previous studies; Secondly, under the background of weak TMPCK of high school mathematics pre-service teachers, the paper forms the TMPCK weak reasons questionnaire of senior high school mathematics pre-service teachers. To explore the reasons for the weakness of pre-service high school mathematics teachers TMPCK and give targeted improvement measures. This study shows that: first, senior high school mathematics pre-service teachers' TMPCK level is weak. Second, the level of high school mathematics pre-service teachers is weak. The main causes of weakness include the following aspects: the professional basic knowledge is not firm; Not familiar with senior high school mathematics textbooks; Inadequate mastery of basic information technology skills; Insufficient understanding of the techniques that can help students understand and solve mathematical problems in senior high schools; Not very good according to the teaching needs to choose the appropriate technology; The cooperation of technology and teaching method is not flexible enough; Unable to flexibly choose appropriate teaching methods according to different high school mathematics topics; Can not lead students to pay attention to the relationship between different senior high school mathematics concepts. Finally, according to the weak reasons to give targeted improvement countermeasures. Related curriculum design and content: optimize and adjust the curriculum structure; Improving the evaluation index of curriculum; Establish the TMPCK excellent case network resource bank; To promote educational practice. The basic requirements of related teaching: to pay attention to the cultivation of mathematics normal students' mathematical thinking ability; Pay attention to the application and practice of teaching knowledge; Recommend resources on classroom organization and management for students; Strengthening the teaching of the techniques for solving mathematical problems; Organizing students' evaluation activities; Teachers should strengthen their teaching ability of integrating technology. Strict requirements for students. Basic requirements for mathematics normal students: tamp basic professional knowledge; To study mathematics knowledge in senior high school; Enhancing the mastery of basic information technology skills; Read books on classroom organization and management; Analyze the excellent cases of TMPCK in mathematics teaching in senior high school; Cherish educational apprenticeship and educational practice opportunities; Active participation in lectures and mock lectures; Take an active part in practice outside school.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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