【摘要】：學科教學知識(簡稱PCK)是美國學者Shulman針對教師學科知識和教學知識分離的現(xiàn)象提出的,這也是最能區(qū)分教師間差異的知識領域。在Shulman之后許多國內(nèi)外學者從多個角度對PCK進行了探討,對數(shù)學學科教學知識(簡稱MPCK)的探究就是從學科的視角。對學科教學知識的深入研究的主要意義在于能夠不斷推進教師專業(yè)發(fā)展,提高教育質(zhì)量。本文正是基于教師專業(yè)化的要求、新課程改革的呼喚以及自身對教育的追求的背景下,提出本研究——高中數(shù)學新手與專家型教師MPCK的對比研究。本文通過文獻研究法、案例研究法、課堂觀察法以及訪談研究法這四種研究方法對三組高中數(shù)學新手型教師、專家型教師在MPCK上的差異進行比較研究,并針對高中數(shù)學新手型教師和在校數(shù)學師范生給出一些可行性的建議。通過比較得出高中數(shù)學新手型教師與專家型教師在MPCK的六個方面:關于教學目的知識、關于數(shù)學內(nèi)容知識、關于內(nèi)容組織知識、關于學生理解的知識、關于效果反饋的知識以及關于教學策略的知識上的差異和專家型教師MPCK的特點,并提出以下建議:對新手型教師的建議有:(1)深入研究教材,為提升MPCK打下基礎;(2)備課環(huán)節(jié)結合可專家型教師MPCK的特點,采用備課十問;(3)空余時間多研究中高考題,提升專業(yè)技能;(4)積極參加教研活動,汲取專家型教師經(jīng)驗;(5)定期參加教師培訓,提升學科教學知識;(6)自覺進行教學反思,促進教師MPCK的深化和內(nèi)化;對師范生培養(yǎng)的建議有:(1)理論方面:包括閱讀教育類和數(shù)學類專業(yè)書籍、觀看優(yōu)秀教師課堂錄像以及通過網(wǎng)絡、同學交流、云課堂等形式提升運用信息技術的能力;(2)實踐方面:采用理論-實踐-綜合反思-理論-實踐-專業(yè)提升循環(huán)方式并適當?shù)匮娱L教育實習的時間,教育實踐形式可多樣化,參加微格教學、校園專家講座以及教學技能比賽等。
[Abstract]:Subject teaching knowledge (PCK) is proposed by American scholar Shulman in view of the phenomenon that teachers' knowledge is separated from teaching knowledge, which is also the field of knowledge that can distinguish teachers' differences. After Shulman, many scholars at home and abroad have discussed PCK from many angles, and the exploration of mathematics teaching knowledge (MPCK) is from the perspective of subject. The main significance of the in-depth research on the subject teaching knowledge lies in the continuous promotion of teachers' professional development and the improvement of educational quality. Based on the requirement of teacher specialization, the call of new curriculum reform and the pursuit of education, this paper puts forward a comparative study of MPCK between novice mathematics and expert teacher in senior high school. This paper makes a comparative study on the differences of three groups of high school mathematics novice teachers and expert teachers on MPCK through four research methods: literature research, case study, classroom observation and interview research. At the same time, some feasible suggestions are given for the novice mathematics teachers in senior high school and the students in mathematics normal school. Through comparison, it is concluded that there are six aspects of MPCK between novice mathematics teachers and expert teachers in senior high school: the knowledge of teaching purpose, the knowledge of mathematics content, the knowledge of content organization, the knowledge of students' understanding. The difference of knowledge about effect feedback and teaching strategy and the characteristics of expert teacher MPCK are put forward. The following suggestions are put forward: (1) deeply study the teaching material; In order to improve the MPCK lay the foundation; (2) prepare lessons the link to combine the characteristic of the expert type teacher MPCK, adopt prepare the lesson 10 questions; (3) spare time more research middle school entrance examination questions, promote the specialized skill; (4) participate in the teaching and research activity actively, Learn from the experience of expert teachers, (5) regularly participate in teacher training, improve the subject teaching knowledge, (6) consciously teaching reflection, promote the deepening and internalization of teachers' MPCK; The suggestions for the training of normal school students are as follows: (1) theoretical aspects: reading educational and mathematics major books, watching excellent teachers' video in class and communicating with students through the Internet. (2) practical aspects: adopting the theory-practice-comprehensive reflection-theory-practice-professional promotion cycle and appropriately prolonging the time of educational practice, the forms of educational practice can be diversified. Participate in microteaching, campus expert lectures and teaching skills competitions.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.6

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