【摘要】：教師專業(yè)化是教育現(xiàn)代化的必然訴求,教師專業(yè)化的核心表現(xiàn)應該是教師學科教學內(nèi)容知識(PCK)的不斷豐富。隨著經(jīng)濟和社會的發(fā)展,概率越來越成為人們生產(chǎn)生活不可或缺的知識,但是概率成為專門的教學內(nèi)容,進入我國義務教育課程卻是近十余年才發(fā)生的事情。因此,對在職教師的概率知識,概率PCK及其來源的調(diào)查具有較高的研究意義和價值。本研究通過問卷和個別訪談,以初中在職教師為研究對象,重點研究了初中在職教師的概率知識,概率PCK的現(xiàn)狀以及概率PCK的來源。本研究依據(jù)概率及PCK的基礎(chǔ)理論構(gòu)建了分析框架,并在此基礎(chǔ)上,利用SPSS等統(tǒng)計分析軟件對訪談和調(diào)查的結(jié)果進行統(tǒng)計分析。調(diào)查結(jié)果顯示：(1)初中在職教師擁有較豐富的概率知識,但多表現(xiàn)為計算和練習,同時也存在類似于學生的概率理解誤區(qū)。(2)只有少數(shù)教師達到了概念性的解釋學生概率誤區(qū)的水平,教師概率PCK很匱乏。(3)在職教師概率PCK的來源具有多元性、本原性和相對陳舊性等特點；市區(qū)教師和農(nóng)村教師概率PCK來源的差異不大,但是市區(qū)教師概率PCK的來源相對農(nóng)村教師要豐富、動態(tài)；從普通教師成長為成熟教師和優(yōu)秀骨干教師,教師概率PCK的來源越來越豐富并且有較好的動態(tài)發(fā)展性。本研究同時也對教師發(fā)展概率PCK提出了一些具體建議：改進概率內(nèi)容的教學評價方式;以教師間的同伴合作促進教師“自身的教學經(jīng)驗與自我反思”；指導教師通過網(wǎng)絡和書籍閱讀等方式了解概率的發(fā)展史。
[Abstract]:Teacher professionalization is the inevitable demand of educational modernization. The core expression of teacher specialization should be the continuous enrichment of the knowledge of (PCK) in teachers' subject teaching content. With the development of economy and society, probability has become an indispensable knowledge of people's production and life. However, probability has become a special teaching content, and it has only happened in more than ten years since it entered the compulsory education curriculum in our country. Therefore, the investigation of in-service teachers' probability knowledge, probability PCK and its sources is of great significance and value. Through questionnaires and individual interviews, this study focuses on the probability knowledge, the status quo of probability PCK and the source of probability PCK of junior middle school teachers in the middle school, taking junior middle school in-service teachers as the object of study. On the basis of probability and the basic theory of PCK, this paper constructs an analytical framework, and then makes statistical analysis of the results of interviews and surveys by using SPSS and other statistical analysis software. The results show that: (1) Junior middle school in-service teachers have a wealth of probability knowledge, but most of them are represented by calculation and practice. (2) only a few teachers have reached the level of conceptual interpretation of students' probability misunderstandings, and the teachers' probability PCK is very scarce. (3) the sources of the in-service teachers' probability PCK are pluralistic, and there are only a few teachers who have reached the level of conceptual interpretation of the students' probability misunderstandings. The characteristics of primordial and relative antiquity; There is little difference in the sources of probability PCK between urban teachers and rural teachers, but the sources of probability PCK of urban teachers are richer and more dynamic than those of rural teachers. From ordinary teachers to mature teachers and excellent backbone teachers, the sources of teachers' probability PCK are more and more abundant and have better dynamic development. At the same time, this study also puts forward some concrete suggestions to the teacher development probability PCK: to improve the teaching evaluation method of probability content, to promote the teacher's "own teaching experience and self-reflection" by the peer cooperation among the teachers and to promote the teacher's "own teaching experience and self-reflection"; Guide teachers to understand the history of probability through the network and book reading.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【引證文獻】

相關(guān)期刊論文 前1條

1 李軍;;PCK視角下數(shù)學教學設(shè)計信息化研究[J];中小學電教(下半月);2017年02期

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本文編號：2466402