本文關鍵詞： 專業(yè)知識 學科教學知識 PCK 教學技能 教學效能 課程觀念　出處：《東北師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：目前,國家教育部門越來越關注教師專業(yè)發(fā)展及教師教育問題,這個問題不僅成為當下教師教育研究的一個熱點問題,同時也是國內外專家學者和研究人員關注的問題,而且似乎已經成為教師職業(yè)生涯發(fā)展的重要使命。至今在我國現有的研究案例中,為進一步促進新一輪的基礎教育課程改革的實施,教育部門不斷出臺的相關政策無疑對1600萬名教師提出了多方位的挑戰(zhàn)。在教師的專業(yè)發(fā)展中,知識對教師最重要的,針對不同的學科,教學的內容知識是教師知識的核心,是課堂教學順利開展和教學效果最優(yōu)化的形成和發(fā)展的核心標志,因此本文對高中數學教師的學科教學知識即高中數學教師的PCK展開調查。本文以高中數學教師的PCK為關鍵點,展開對高中數學教師的PCK發(fā)展狀況的研究。本文采用量化的研究方式與質性的研究方式相結合的手段,調查了長春市6個區(qū)12所高中的120名高中數學教師的PCK來源有哪些,以及每種來源具體是如何影響高中數學教師的PCK,進而探索得出高中數學教師的PCK發(fā)展具有階段性,并對其PCK發(fā)展中存在的問題進行進一步的分析,為師范院校的教育類課程開展提出建議也為職初的新手教師提供快速發(fā)展的途徑。通過研究本文有如下發(fā)現：對于第一個研究問題,通過開放式問卷調查整理得到,高中數學教師的學科教學知識來源總共有十個,分別是：教育類課程；數學教學法；微格教學；教育見習、實習；閱讀專業(yè)書刊；教學觀摩活動；在職專業(yè)培訓；與同事之間的交流；入職后的學歷教育；自身的教學實踐經驗反思。對于第二個問題,通過對6為訪談教師進行深入的訪談,了解到十種不同的來源對教師的PCK的具體影響,以“自身教學經驗與反思”為例,比如,訪談教師FT2在談及這一來源對自身教學知識影響時談到“要想成為一名合格的教師,自身的經驗和反思是必須具備的,因為教學畢竟不是死板的教書,首先,對于知識要有自己的理解,另外教師還要了解學生,以學生的能接受的方式將知識傳授給予學生�！睂τ诘谌齻�問題,通過對教師進行的深入訪談,得到結論,高中數學教師PCK的發(fā)展分為四個主要階段,分別是：參加工作第1至4年,是高中數學教師PCK發(fā)展的艱難時期；第4至8年左右的時候,是教師PCK發(fā)展相對來說的最佳時期；第8至12年左右,是教師PCK發(fā)展的徘徊時期；第12年以后,是教師PCK發(fā)展的穩(wěn)步時期。同時,也反映出教師要要清醒地意識每個階段要解決的問題。本研究具有重要的理論與實踐意義,首先為進一步提高高中數學教師的專業(yè)發(fā)展提供了理論依據,在教育領域發(fā)展高中數學教師的教學知識研究；同時在實踐層面上,為改革師范院校數學師范生提供參考,促進新手教師的專業(yè)發(fā)展,而且有助于提高數學教師的數學教學服務質量,增強自我發(fā)展的意識,從而能夠具備更好的專業(yè)發(fā)展。
[Abstract]:At present, the national education departments are paying more and more attention to teacher professional development and teacher education, which has become not only a hot issue in the current research on teacher education, but also a concern of experts, scholars and researchers at home and abroad. In order to further promote the implementation of the new round of basic education curriculum reform, it seems to have become an important mission of teachers' career development. There is no doubt that the related policies issued by the education department have posed a multi-directional challenge to 16 million teachers. In the teacher's professional development, knowledge is the most important to teachers, and for different subjects, the content of teaching knowledge is the core of teachers' knowledge. It is the core symbol of the smooth development of classroom teaching and the optimization of teaching effect. Therefore, this paper investigates the subject teaching knowledge of senior high school mathematics teachers, that is, the PCK of senior high school mathematics teachers. This paper takes the PCK of senior high school mathematics teachers as the key point. This paper investigates the sources of PCK of 12 senior high school mathematics teachers in 6 districts of Changchun by means of combining quantitative and qualitative research methods. And how to influence the PCK of senior high school mathematics teachers from each source, and then find out that the PCK development of senior high school mathematics teachers has stages, and further analyze the problems existing in the development of PCK. It also provides a way for the novice teachers to develop rapidly. Through the study of the following findings: for the first research questions, through an open questionnaire survey, There are ten teaching knowledge sources of mathematics teachers in senior high school. They are: educational curriculum; mathematics teaching method; microteaching; educational apprenticeship; reading professional books and periodicals; teaching observation activities; on-the-job professional training; For the second question, through in-depth interviews with six teachers, we can understand the specific impact of ten different sources on the teachers' PCK, the second question is the following: (1) the communication with colleagues; the education of academic qualifications; the reflection of their own teaching practice; the second question, through in-depth interviews with the six teachers, and the concrete influence of ten different sources on the teachers' PCK. Take "own teaching experience and reflection" as an example. For example, when talking about the influence of this source on teaching knowledge, FT2 said, "to be a qualified teacher, one must have his own experience and reflection." After all, teaching is not inflexible teaching. First of all, teachers should have their own understanding of knowledge. In addition, teachers should also understand students and impart knowledge to students in a way acceptable to students. "for the third question, Through in-depth interviews with teachers, it is concluded that the development of PCK in senior high school mathematics teachers can be divided into four main stages: the first to the fourth year of work, which is a difficult period for the development of senior high school mathematics teachers' PCK; The period from 4 to 8 years is the best period for teachers' PCK development, the 8th to 12th year is the hovering period for teachers' PCK development, and the 12th year is the steady period for teachers' PCK development. At the same time, This research has important theoretical and practical significance. Firstly, it provides a theoretical basis for further improving the professional development of senior high school mathematics teachers. In the field of education, to develop the teaching knowledge of senior high school mathematics teachers, at the same time, to provide a reference for the reform of mathematics normal students in normal colleges, and to promote the professional development of novice teachers. Moreover, it is helpful to improve the mathematics teaching service quality of mathematics teachers, to enhance the consciousness of self-development, and to have better professional development.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【參考文獻】

相關期刊論文 前1條

1 宋乃慶;李士，

本文編號：1538060