本文選題：初中數(shù)學(xué)教師 + 教科書使用水平�。� 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：教科書和教師是課程實施的兩個重要方面:教科書是課程標準具體化的產(chǎn)物,也是教學(xué)活動中的主要資源,教學(xué)活動的順利進行離不開教科書;在教學(xué)活動中教師是教科書使用的主體之一,教師需要利用教科書確定教學(xué)內(nèi)容、制定教學(xué)計劃、并根據(jù)教學(xué)實際優(yōu)化課堂教學(xué)。教師作為課程實踐者,是實現(xiàn)教科書課程價值的關(guān)鍵,其在教學(xué)中對教科書的理解和使用水平直接影響著課程實施的質(zhì)量和教學(xué)的效果。教師教科書使用方面的研究是一項復(fù)雜、困難的工程,目前國內(nèi)研究起步時間較晚,研究成果比較少。通常研究教科書的使用有兩個視角:其一是教材規(guī)劃和編寫專家的角度;其二是授課教師教學(xué)的角度。本研究基于教師課堂教學(xué)的角度,通過調(diào)查,了解了當前煙臺幾所中學(xué)初中數(shù)學(xué)教師使用教科書的情況,分析了教師使用教科書的特點和整體水平,期望為教材研究與教學(xué)研究提供一些借鑒。本研究選用的方法包括文獻研究法、問卷調(diào)查法、課堂觀察法以及課后訪談法。本研究整體上依據(jù)孔凡哲、嚴家麗等構(gòu)建的“教科書使用水平模型”,確定研究的具體內(nèi)容和方法。首先,依據(jù)構(gòu)建的教師教科書使用水平研究框架,改編和設(shè)計調(diào)查問卷,并用該問卷調(diào)查了煙臺市4所初中學(xué)校數(shù)學(xué)教師使用教科書的情況,分析了這幾所學(xué)校的數(shù)學(xué)教師對教科書的整體認識。調(diào)查發(fā)現(xiàn):大多數(shù)教師能夠認識到教科書的價值和作用,能夠根據(jù)實際情況靈活地使用教科書;然而,僅有不足半數(shù)的教師能夠從課程的層面上去認識和理解教科書;教師們普遍地缺乏對于使用教科書方面的反思意識。其次,為了深入地了解初中數(shù)學(xué)教師的教科書使用水平,在調(diào)查中,隨機選取三名初中數(shù)學(xué)教師進行課堂實錄加課后訪談的模式,對其使用教科書的水平進行測定。這樣進一步了解了教師對于教科書的認識、使用方面的一些關(guān)鍵信息,從而能夠更加準確地測定其使用教科書的水平。最后,基于相關(guān)文獻中教科書研究的成果,結(jié)合本調(diào)查結(jié)果的分析,對教師在使用教科書的過程中存在的一些問題,提出相關(guān)的建議。具體包括:一、教師應(yīng)該認真地研究課程標準;二、教學(xué)要適應(yīng)學(xué)生的實際;三、教師對教科書的使用要體現(xiàn)出一定的創(chuàng)造性,體現(xiàn)為深入地解讀其設(shè)計的意圖;從整體上把握教科書的結(jié)構(gòu);并且要做到科學(xué)地處理其內(nèi)容;四、合理利用各種課程和教學(xué)資源;五、提高教師的教學(xué)反思意識。
[Abstract]:Textbooks and teachers are two important aspects of curriculum implementation: textbooks are the product of the materialization of curriculum standards and the main resources in teaching activities, and the smooth progress of teaching activities cannot be separated from textbooks; In teaching activities, teachers are one of the main bodies of textbook use. Teachers need to use textbooks to determine teaching contents, formulate teaching plans, and optimize classroom teaching according to teaching practice. As a course practitioner, teachers are the key to realize the value of textbook curriculum. The level of understanding and use of textbooks in teaching has a direct impact on the quality of curriculum implementation and the effect of teaching. The research on the use of teachers' textbooks is a complex and difficult project. There are usually two perspectives to study the use of textbooks: one is from the perspective of textbook planning and compiling experts, the other is from the perspective of teaching teachers. Based on the teachers' classroom teaching, this study, through the investigation, has understood the current situation of mathematics teachers' use of textbooks in several middle schools in Yantai, and analyzed the characteristics and overall level of teachers' use of textbooks. It is expected to provide some reference for teaching material research and teaching research. The methods used in this study include literature research, questionnaire survey, classroom observation and after-class interviews. According to the "textbook usage level Model" constructed by Kong Fanzhe and Yan Jiali as a whole, this study determines the specific contents and methods of the study. First of all, according to the research framework of teachers' textbook use level, the questionnaire is adapted and designed, and the use of textbooks by mathematics teachers in four junior middle schools in Yantai City is analyzed. This paper analyzes the mathematics teachers' overall understanding of the textbooks in these schools. The survey shows that most teachers can realize the value and function of textbooks and can use textbooks flexibly according to the actual situation, however, only less than half of teachers can recognize and understand textbooks from the level of curriculum. Teachers generally lack a sense of reflection about the use of textbooks. Secondly, in order to deeply understand the textbook use level of junior high school mathematics teachers, in the investigation, three junior middle school mathematics teachers were randomly selected for classroom record and after-class interviews, and the level of using textbooks was measured. In this way, some key information about teachers' understanding and use of textbooks are further understood, so that the level of using textbooks can be measured more accurately. Finally, based on the results of textbook research in relevant literature and the analysis of the results of this survey, the author puts forward some suggestions on the problems existing in the process of teachers' use of textbooks. The main contents are as follows: first, teachers should study curriculum standards seriously; second, teaching should adapt to the students' reality; third, teachers should be creative in the use of textbooks, which can be reflected in the deep interpretation of their design intention. We should grasp the structure of the textbook from the whole, and deal with its contents scientifically; fourthly, make rational use of various courses and teaching resources; fifthly, improve the teachers' consciousness of teaching introspection.
【學(xué)位授予單位】：魯東大學(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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