本文選題：教師專業(yè)發(fā)展 + 高觀點(diǎn)　； 參考：《福建師范大學(xué)》2015年碩士論文

【摘要】：《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》等文件對(duì)正在經(jīng)歷基礎(chǔ)教育改革的教師提出了更高的要求,教師專業(yè)發(fā)展也隨之成為備受關(guān)注的話題.而數(shù)學(xué)教師的專業(yè)知識(shí)又是其專業(yè)發(fā)展的基礎(chǔ)與核心,因此,從現(xiàn)代數(shù)學(xué)發(fā)展的高度審視中小學(xué)數(shù)學(xué)課程,注重?cái)?shù)學(xué)品質(zhì),研究教學(xué)內(nèi)容的知識(shí),成為當(dāng)務(wù)之急.本學(xué)位論文采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法、座談訪談法等方法,基于教師專業(yè)發(fā)展角度來(lái)研究教師的高觀點(diǎn)數(shù)學(xué)知識(shí).系統(tǒng)論述了高觀點(diǎn)數(shù)學(xué)知識(shí)在數(shù)學(xué)概念、數(shù)學(xué)命題以及數(shù)數(shù)學(xué)解題上的滲透,通過(guò)具體材料或?qū)嵗故靖哂^點(diǎn)數(shù)學(xué)知識(shí)對(duì)中小學(xué)數(shù)學(xué)的指導(dǎo).并對(duì)一線中小學(xué)教師的高觀點(diǎn)數(shù)學(xué)知識(shí)現(xiàn)狀及其態(tài)度進(jìn)行分析、研究,得出了數(shù)學(xué)教師普遍存在高觀點(diǎn)數(shù)學(xué)知識(shí)儲(chǔ)備不足的結(jié)論,針對(duì)所存在的問(wèn)題提出了閱讀學(xué)習(xí)、追問(wèn)反思、同行交流等有效策略.
[Abstract]:The National Medium- and Long-Term Education Reform and Development Program outline 2010-2020 has put forward higher requirements for teachers who are undergoing basic education reform, and teachers' professional development has become a topic of great concern. The professional knowledge of mathematics teachers is the foundation and core of their professional development. Therefore, it is urgent to examine the mathematics curriculum of primary and secondary schools from the height of modern mathematics development, pay attention to the quality of mathematics and study the knowledge of teaching content. This thesis adopts the methods of literature research, questionnaire survey, interview and so on, to study teachers' high viewpoint mathematics knowledge based on teachers' professional development. This paper systematically discusses the penetration of high viewpoint mathematical knowledge in mathematical concepts, mathematical propositions and mathematical solving problems, and shows the guidance of high viewpoint mathematical knowledge to primary and middle school mathematics through concrete materials or examples. By analyzing the present situation and attitude of teachers' high viewpoint mathematics knowledge in primary and middle schools, the author draws the conclusion that mathematics teachers generally have insufficient high viewpoint mathematics knowledge, and puts forward reading learning in view of the existing problems. Ask for reflection, peer communication and other effective strategies.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：1893552