基于思維導(dǎo)圖的高中青年數(shù)學(xué)教師概率統(tǒng)計實體性知識研究
發(fā)布時間：2018-10-29 21:01
【摘要】：在教師專業(yè)化發(fā)展中占有重要地位的實體性知識正受到越來越多的國內(nèi)外學(xué)者關(guān)注,相比國外的研究情況,國內(nèi)對實體性知識的研究則顯得比較冷清。而關(guān)注教師實體性知識掌握情況的研究更為缺乏。在這樣的研究背景下我們提出本文的研究問題:高中數(shù)學(xué)教師到底具備什么樣的實體性知識?在解決問題之前,我們通過查閱國內(nèi)外有關(guān)實體性知識的研究文獻,結(jié)合高中數(shù)學(xué)知識的特點總結(jié)出實體性知識的三個特征:(1)實體性知識是教師個體對學(xué)科內(nèi)容理解的深度;(2)實體性知識是教師個體對學(xué)科內(nèi)容理解的寬度;(3)實體性知識是教師個體對學(xué)科內(nèi)容結(jié)構(gòu)化的程度。由于實體性知識具有默會性,不能脫離具體的內(nèi)容作為研究對象,本文選用在高中數(shù)學(xué)中占有重要地位的概率統(tǒng)計作為知識載體來研究實體性知識。而青年教師又是教師隊伍的基石,因此本文的研究問題轉(zhuǎn)化為:高中青年數(shù)學(xué)教師是否缺乏概率統(tǒng)計的實體性知識?根據(jù)實體性知識的特征,我們從三個維度(理解的深度、理解的寬度、結(jié)構(gòu)化程度)來評測高中數(shù)學(xué)青年教師實體性知識掌握的情況。由于實體性知識具有默會性,根據(jù)國外對默會知識的評測經(jīng)驗,我們選用思維導(dǎo)圖作為測評工具。從實體性知識的三個維度對高中數(shù)學(xué)青年教師概率統(tǒng)計實體性知識的掌握情況進行量化,從而得到高中數(shù)學(xué)青年教師概率統(tǒng)計實體性知識的水平。根據(jù)測評我們得到主要以下結(jié)論:(1)在理解的深度上,高中數(shù)學(xué)教師基本上能夠達到水平2、3;教師與教師之間的差距比較小。(2)在結(jié)構(gòu)化程度上,大部分教師能夠達到水平3;教師整體的結(jié)構(gòu)化程度不高,缺乏對概率統(tǒng)計的整體認(rèn)識。(3)在理解的寬度上,教師與教師之間水平跨度比較大,大部分教師在理解的寬度上只能夠達到水平2,教師對概率統(tǒng)計知識的認(rèn)識不夠全面。從結(jié)論中可以看出高中數(shù)學(xué)教師缺乏概率統(tǒng)計實體性知識,根據(jù)這樣的事實本文提出針對理解的深度、理解的寬度以及結(jié)構(gòu)化程度提出相應(yīng)的措施。比如通過“二次”學(xué)習(xí)加深對概率統(tǒng)計概念的理解,通過多次構(gòu)造思維導(dǎo)圖加強對概率統(tǒng)計知識結(jié)構(gòu)的鞏固,通過廣泛涉獵與概率統(tǒng)計相關(guān)的知識內(nèi)容來提高教師自身對概率統(tǒng)計理解的寬度。
[Abstract]:More and more scholars at home and abroad are paying attention to the substantial knowledge which plays an important role in the development of teacher specialization. However, there is a lack of research on the mastery of teachers' substantive knowledge. In this research background, we put forward the research question: what kind of substantial knowledge does the senior high school mathematics teacher have? Before we solve the problem, we look up the research literature on substantive knowledge at home and abroad. Combined with the characteristics of mathematics knowledge in senior high school, three characteristics of entity knowledge are summarized: (1) entity knowledge is the depth of teachers' understanding of subject content; (2) entity knowledge is the width of the teacher's individual understanding of the subject content, (3) entity knowledge is the degree of the teacher's individual structuring the subject content. Because of the tacit nature of the entity knowledge, it can not be separated from the concrete content as the research object. This paper chooses probability statistics, which plays an important role in senior high school mathematics, as the knowledge carrier to study the entity knowledge. The young teachers are the cornerstone of the teaching team, so the research question in this paper is: do the young mathematics teachers in senior high school lack the substantial knowledge of probability and statistics? According to the characteristics of substantive knowledge, we evaluate the grasp of substantive knowledge of young high school mathematics teachers from three dimensions (depth of understanding, width of understanding, structured degree). Due to the tacit nature of substantive knowledge, according to the evaluation experience of tacit knowledge abroad, we choose the thinking map as the evaluation tool. From the three dimensions of entity knowledge, the paper quantifies the grasp of substantive knowledge of young mathematics teachers in senior high school, and obtains the level of probability and statistics of entity knowledge of senior high school mathematics young teachers. According to the evaluation, we get the following conclusions: (1) in depth of understanding, senior high school mathematics teachers can basically reach the level of 2 / 3; The gap between teachers and teachers is small. (2) most teachers can reach level 3; The structure of teachers as a whole is not high, lack of overall understanding of probability and statistics. (3) in the width of understanding, the horizontal span between teachers and teachers is relatively large, most teachers can only reach level 2 in the width of understanding. Teachers' knowledge of probability and statistics is not comprehensive enough. It can be seen from the conclusion that the mathematics teachers in senior high school lack the substantial knowledge of probability and statistics. According to this fact, this paper puts forward the corresponding measures for the depth of understanding, the width of understanding and the degree of structurization. For example, through "quadratic" learning to deepen the understanding of the concept of probability and statistics, through the construction of thinking maps to strengthen the consolidation of probability and statistics knowledge structure, In order to improve the width of teachers' understanding of probability and statistics, a wide range of knowledge related to probability and statistics is studied.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6
本文編號：2298816
[Abstract]:More and more scholars at home and abroad are paying attention to the substantial knowledge which plays an important role in the development of teacher specialization. However, there is a lack of research on the mastery of teachers' substantive knowledge. In this research background, we put forward the research question: what kind of substantial knowledge does the senior high school mathematics teacher have? Before we solve the problem, we look up the research literature on substantive knowledge at home and abroad. Combined with the characteristics of mathematics knowledge in senior high school, three characteristics of entity knowledge are summarized: (1) entity knowledge is the depth of teachers' understanding of subject content; (2) entity knowledge is the width of the teacher's individual understanding of the subject content, (3) entity knowledge is the degree of the teacher's individual structuring the subject content. Because of the tacit nature of the entity knowledge, it can not be separated from the concrete content as the research object. This paper chooses probability statistics, which plays an important role in senior high school mathematics, as the knowledge carrier to study the entity knowledge. The young teachers are the cornerstone of the teaching team, so the research question in this paper is: do the young mathematics teachers in senior high school lack the substantial knowledge of probability and statistics? According to the characteristics of substantive knowledge, we evaluate the grasp of substantive knowledge of young high school mathematics teachers from three dimensions (depth of understanding, width of understanding, structured degree). Due to the tacit nature of substantive knowledge, according to the evaluation experience of tacit knowledge abroad, we choose the thinking map as the evaluation tool. From the three dimensions of entity knowledge, the paper quantifies the grasp of substantive knowledge of young mathematics teachers in senior high school, and obtains the level of probability and statistics of entity knowledge of senior high school mathematics young teachers. According to the evaluation, we get the following conclusions: (1) in depth of understanding, senior high school mathematics teachers can basically reach the level of 2 / 3; The gap between teachers and teachers is small. (2) most teachers can reach level 3; The structure of teachers as a whole is not high, lack of overall understanding of probability and statistics. (3) in the width of understanding, the horizontal span between teachers and teachers is relatively large, most teachers can only reach level 2 in the width of understanding. Teachers' knowledge of probability and statistics is not comprehensive enough. It can be seen from the conclusion that the mathematics teachers in senior high school lack the substantial knowledge of probability and statistics. According to this fact, this paper puts forward the corresponding measures for the depth of understanding, the width of understanding and the degree of structurization. For example, through "quadratic" learning to deepen the understanding of the concept of probability and statistics, through the construction of thinking maps to strengthen the consolidation of probability and statistics knowledge structure, In order to improve the width of teachers' understanding of probability and statistics, a wide range of knowledge related to probability and statistics is studied.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6
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