【摘要】：教師教學信念的形成和發(fā)展是不斷發(fā)展變化的,教師教學信念的形成包括職前教育與在職學習兩個階段,而教師的教學信念與我國的未來教育的發(fā)展有著舉足輕重的影響。那么怎樣才能讓職前數(shù)學教師朝著優(yōu)秀數(shù)學教師教學信念的方向發(fā)展呢?因此如何轉(zhuǎn)變職前教師教學信念是教師教學信念研究的一個重要課題。本文通過定性的研究方法,對職前教師的教學設(shè)計、課堂實施以及課后教學反思進行觀察和引導(dǎo)干預(yù),就如何轉(zhuǎn)變職前數(shù)學教師的教學信念展開研究。本文的研究對象為6名數(shù)學全日制教育碩士(職前教師)。首先通過訪談對6名職前教師通過一年的教育理論學習和相關(guān)實習課程之后他們的教學信念現(xiàn)狀進行調(diào)查;其次,通過課前對職前教師的教學設(shè)計進行分析、課后通過錄像、訪談以及職前教師的反思來判斷職前教師所處的信念水平;最后對比兩位職前教師教學信念的改變情況。研究結(jié)果表明通過對職前教師的教學設(shè)計進行分析、課后通過錄像、訪談以及職前教師課后對教學過程中的問題反思進行分析干預(yù)可以對職前教師的教學信念產(chǎn)生影響。但是這必須建立在足夠時間的教育實習的基礎(chǔ)之上。針對本研究的結(jié)論以及我國師范教育的現(xiàn)狀,建議高校應(yīng)當適當增加教育實習機會和時間,職前教師作為將來的準教師應(yīng)該主動積極的提高自己的學科教學知識,為更好的適應(yīng)教學打下堅實的基礎(chǔ)。
[Abstract]:The formation and development of teachers' teaching beliefs are constantly developing and changing. The formation of teachers' teaching beliefs includes two stages: pre-service education and on-the-job learning. However, teachers' teaching beliefs play an important role in the development of future education in China. So how can we make the pre-service mathematics teachers develop towards the teaching belief of excellent mathematics teachers? Therefore, how to change pre-service teachers' teaching beliefs is an important subject in the research of teachers' teaching beliefs. Through qualitative research methods, this paper observes and guides the teaching design, classroom implementation and after-school teaching reflection of pre-service teachers, and makes a study on how to change the teaching beliefs of pre-service mathematics teachers. The research object of this paper is 6 full-time mathematics education masters (pre-service teachers). Firstly, 6 pre-service teachers' teaching beliefs were investigated after one year of teaching theory study and related practical courses through interviews. Secondly, the teaching design of pre-service teachers is analyzed before class, and the belief level of pre-service teachers is judged by video recording, interviews and reflection of pre-service teachers after class. Finally, the changes of teaching beliefs of two pre-service teachers are compared. The results show that the teaching beliefs of pre-service teachers can be influenced by the analysis of pre-service teachers' teaching design, after-school video recording, interviews and after-school intervention of pre-service teachers' reflection on problems in the teaching process. But this must be based on enough time for educational practice. In view of the conclusion of this study and the present situation of normal education in China, it is suggested that colleges and universities should increase the opportunity and time of teaching practice appropriately, and that pre-service teachers, as prospective teachers in the future, should take the initiative to improve their knowledge of subject teaching. In order to better adapt to teaching lay a solid foundation.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6;G652

【參考文獻】

相關(guān)期刊論文 前6條

1 金美月;郭艷敏;代楓;傅瑜;;新課程理念下高中數(shù)學教師信念調(diào)查研究[J];現(xiàn)代教育管理;2009年04期

2 喻平;;教師的認識信念系統(tǒng)及其對教學的影響[J];教師教育研究;2007年04期

3 張海生;;解一元一次方程“問題診所”[J];時代數(shù)學學習(七年級);2006年10期

4 趙昌木;論教師信念[J];當代教育科學;2004年09期

5 高瀟怡,龐麗娟;論教師教育觀念的作用[J];教育科學;2003年02期

6 辛濤,申繼亮,林崇德;從教師的知識結(jié)構(gòu)看師范教育的改革[J];高等師范教育研究;1999年06期

，

本文編號：2450313