【摘要】：進入二十一世紀,新課改如火如荼的進行對數學教師的知識素養(yǎng)提出了更高的要求,教師的知識水平不僅直接影響教學質量,更加關于教育改革的成敗,一個優(yōu)秀的數學教師應該具備怎樣的知識結構成為近年來數學教育研究中熱門選題。美國學者提出的“面向教學的數學知識”(MKT)框架為研究數學教師知識結構提供了一個合理的理論基礎。本文以MKT理論為框架,選取中學數學教材中數列部分對職前教師、在職教師的MKT水平進行了探討,旨在了解當前數學教師的MKT現狀及發(fā)展。本文通過問卷調查的方式對18名進行過教育實習的職前教師、5名入職3-5年的在職教師以及一名有二十多年教學經驗的教師關于數列的知識展開調查。調查結果顯示：(1)職前教師和入職3-5年的在職教師關于數列部分的MKT整體水平令人堪憂,尤其是橫縱向內容知識缺失嚴重；(2)在職教師的MKT水平顯著高于職前教師的MKT水平,在一般內容知識、內容與教學的知識方面的差異尤為顯著；(3)被試的MKT各項知識子類別發(fā)展不均衡,一般內容知識水平顯著高于其它四類知識水平。最后,基于上述研究結論,提出了本研究中的幾點不足與局限,同時提出了兩個值得關注的問題：成熟教師具有相對完善的MKT知識結構,其面向教學的數學知識來源是一個值得探究的問題；職前教師的MKT水平狀況令人,需要我們重新去審視當前的師范生培養(yǎng)模式。
[Abstract]:In the 21 century, the new curriculum reform has put forward higher requirements to the knowledge literacy of mathematics teachers. The knowledge level of teachers not only directly affects the quality of teaching, but also about the success or failure of educational reform. What kind of knowledge structure an excellent mathematics teacher should possess has become a hot topic in mathematics education research in recent years. The "teaching-oriented mathematical knowledge" (MKT) framework proposed by American scholars provides a reasonable theoretical basis for the study of mathematics teachers' knowledge structure. Based on the theory of MKT, this paper discusses the MKT level of pre-service teachers and in-service teachers in order to understand the present situation and development of MKT of mathematics teachers. This paper investigates the knowledge of 18 pre-service teachers, 5 in-service teachers who have been in service for 3-5 years, and one teacher who has more than 20 years of teaching experience. The results show that: (1) the overall level of MKT of pre-service teachers and in-service teachers for 3-5 years is worrying, especially the lack of knowledge of horizontal and vertical content; (2) the MKT level of in-service teachers is significantly higher than that of pre-service teachers, especially in the aspects of general content knowledge, content and teaching knowledge; (3) the development of each knowledge subcategory of MKT was not balanced, and the level of general content knowledge was significantly higher than that of the other four kinds of knowledge. Finally, based on the above conclusions, this paper puts forward some shortcomings and limitations in this study, and puts forward two problems that deserve attention: mature teachers have relatively perfect knowledge structure of MKT. The source of mathematics knowledge oriented to teaching is a problem worth exploring. The MKT level of pre-service teachers is very important, so we need to re-examine the current training mode of normal students.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：2408541