發(fā)布時間：2019-06-09 12:33

【摘要】：隨著我國經(jīng)濟(jì)和科學(xué)技術(shù)的發(fā)展,以及人們長期以來對我國初等教育的質(zhì)疑,我國推行了新一輪的課程改革。課改的深入推進(jìn)對數(shù)學(xué)教師的專業(yè)發(fā)展提出了更高的要求,面對新形勢下的數(shù)學(xué)教學(xué)實踐,數(shù)學(xué)教師的教學(xué)知識發(fā)展顯得尤為重要,與此同時,對教師數(shù)學(xué)學(xué)科教學(xué)知識(MPCK)的研究也成為了數(shù)學(xué)教育研究的熱點問題之一。本論文主要結(jié)合初中數(shù)學(xué)數(shù)與代數(shù)模塊數(shù)與式、方程與不等式部分的教學(xué),通過對文獻(xiàn)研究法、實證研究法等方式完成數(shù)據(jù)的收集,并在此基礎(chǔ)上對數(shù)據(jù)進(jìn)行整理和分析,研究新手教師從師范大學(xué)畢業(yè)以后是如何積累和發(fā)展其自身的數(shù)學(xué)學(xué)科教學(xué)知識的,以及在他們在初登講臺的前幾年內(nèi)主要積累了哪些數(shù)學(xué)學(xué)科教學(xué)知識,以及這些數(shù)學(xué)學(xué)科教學(xué)知識對于他們今后的發(fā)展具有怎樣的作用。通過研究發(fā)現(xiàn),在初登講臺的前五年以內(nèi),剛從師范大學(xué)畢業(yè)的新手教師積累最多的是特定教學(xué)內(nèi)容該如何進(jìn)行表述、呈現(xiàn)和解釋,以使學(xué)生更容易接受和理解的知識,具體體現(xiàn)為新手教師的教學(xué)材料的選取、課堂話語策略、教學(xué)活動的設(shè)計能力有了很大的提高,而新手教師的MPCK的獲得主要依賴于教師自身的教學(xué)經(jīng)驗和反思(包括常規(guī)工作中的教學(xué)設(shè)計,經(jīng)過反思后的教學(xué)設(shè)計的優(yōu)化)、與同事的交流(包括常規(guī)工作中的聽課學(xué)習(xí)、老教師的評課建議)、以及專業(yè)培訓(xùn)(包括教學(xué)理念、教學(xué)模式、教學(xué)策略等專家講座學(xué)習(xí)),其中經(jīng)常進(jìn)行教學(xué)反思(包括教后反思、聽后反思、評后反思),從而對教學(xué)進(jìn)行優(yōu)化,對新手教師的MPCK的積累作用最大,是新手教師快速積累MPCK的有效途徑。通過研究,建議師范大學(xué)在師范生教育中應(yīng)加強(qiáng)對教師技能的培訓(xùn),加強(qiáng)師范教育與中小學(xué)初等教育的聯(lián)系,開設(shè)有師范特色的專業(yè)課程,例如開設(shè)數(shù)學(xué)教學(xué)設(shè)計,中小學(xué)數(shù)學(xué)課標(biāo)解讀,數(shù)學(xué)教學(xué)理念等具有實用性的課程。
[Abstract]:With the development of economy, science and technology in our country, as well as the questioning of primary education in our country for a long time, a new round of curriculum reform has been carried out in our country. The further promotion of curriculum reform has put forward higher requirements for the professional development of mathematics teachers. In the face of the mathematics teaching practice under the new situation, the development of mathematics teachers' teaching knowledge is particularly important. At the same time, The research on (MPCK) of teachers' mathematics teaching knowledge has also become one of the hot issues in mathematics education research. This paper mainly combines the teaching of mathematical number and algebra module number and formula, equation and inequality in junior middle school, through literature research method, empirical research method and other ways to complete the data collection, and on this basis, collate and analyze the data. This paper studies how novice teachers accumulate and develop their own mathematics teaching knowledge after graduation from normal University, and what mathematics teaching knowledge they mainly accumulated in the first few years of their arrival at the podium. And how the teaching knowledge of these mathematics subjects plays an important role in their future development. Through the study, it is found that within the first five years of the beginning of the podium, the novice teachers who have just graduated from normal University accumulate the most information about how to express, present and explain the specific teaching content, so as to make it easier for students to accept and understand the knowledge. It is embodied in the selection of teaching materials, classroom discourse strategy and the design ability of teaching activities. The acquisition of MPCK of novice teachers mainly depends on teachers' own teaching experience and reflection (including the teaching design in conventional work, the optimization of teaching design after reflection), and the communication with colleagues (including listening to lessons in conventional work. Suggestions for the evaluation of lessons by old teachers), as well as professional training (including teaching ideas, teaching models, teaching strategies and other expert lecture learning), in which teaching reflection (including post-teaching reflection, post-listening reflection, post-evaluation reflection) is often carried out. Thus, the optimization of teaching plays the most important role in the accumulation of MPCK of novice teachers, which is an effective way for novice teachers to accumulate MPCK quickly. Through the research, it is suggested that normal universities should strengthen the training of teachers' skills, strengthen the relationship between teacher education and primary and secondary education, and set up professional courses with normal characteristics, such as mathematics teaching design, in the education of normal students. Primary and secondary school mathematics curriculum standard interpretation, mathematics teaching concept and other practical courses.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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