【摘要】：受傳統(tǒng)數(shù)學(xué)教學(xué)理念的影響,數(shù)學(xué)教師是教師隊(duì)伍中的一個重要群體,甚至由于高考,使得高中數(shù)學(xué)教師受到遠(yuǎn)比初小數(shù)學(xué)教師更多的關(guān)注與期待。教師專業(yè)發(fā)展是改善教學(xué)質(zhì)量的有效途徑之一,也是促進(jìn)學(xué)生成長的眾多變量之一。所以,有效促進(jìn)高中數(shù)學(xué)教師的專業(yè)發(fā)展就勢必要從學(xué)習(xí)者的視角出發(fā),深入了解學(xué)生的發(fā)展?fàn)顩r與需要。本論文研究的問題是:高中數(shù)學(xué)教師專業(yè)發(fā)展與學(xué)生發(fā)展之間是否存在交互的影響關(guān)系,對學(xué)生發(fā)展產(chǎn)生影響的高中數(shù)學(xué)教師專業(yè)發(fā)展指標(biāo)有哪些,以及如何達(dá)到促進(jìn)學(xué)生成長從而提高教師專業(yè)發(fā)展的目的。圍繞以上三個問題,筆者就高中數(shù)學(xué)教師專業(yè)發(fā)展與學(xué)生發(fā)展之間的有關(guān)聯(lián)系,對延安地區(qū)12位教師做了個別訪談,并設(shè)計(jì)了“對學(xué)生發(fā)展產(chǎn)生影響的高中數(shù)學(xué)教師專業(yè)發(fā)展指標(biāo)的問卷調(diào)查”,對延安地區(qū)30位高中數(shù)學(xué)教師進(jìn)行了問卷調(diào)查;同時(shí),利用AHP這一定性定量相結(jié)合的方法,將高中數(shù)學(xué)教師專業(yè)發(fā)展的主要方面及指標(biāo)歸結(jié)為4個準(zhǔn)則,20個指標(biāo),從學(xué)生發(fā)展的角度,整理、建立了評價(jià)模型,試圖量化高中數(shù)學(xué)教師專業(yè)發(fā)展各方面及各指標(biāo)的影響程度或貢獻(xiàn)率的大小。研究發(fā)現(xiàn):高中數(shù)學(xué)教師的專業(yè)發(fā)展與學(xué)生的發(fā)展之間確實(shí)存在著一種交互的、辯證的影響關(guān)系,即:(1)學(xué)生需要有所發(fā)展的方面是高中教師需要增強(qiáng)專業(yè)發(fā)展的方面;(2)高中數(shù)學(xué)教師的專業(yè)發(fā)展最終是為了促進(jìn)學(xué)生個體的成長。通過計(jì)算層次結(jié)構(gòu)圖各級成對比較矩陣,并利用MATLAB軟件獲得了高中數(shù)學(xué)教師專業(yè)發(fā)展20個指標(biāo)的總權(quán)重。根據(jù)模型的求解結(jié)果,由此可以得出:從學(xué)生發(fā)展的視角看,專業(yè)知識仍然是高中數(shù)學(xué)教師專業(yè)發(fā)展的重要基礎(chǔ),對專業(yè)發(fā)展的影響程度最大,專業(yè)能力和專業(yè)精神的影響緊追其后;相比較而言,高中數(shù)學(xué)教師個人修養(yǎng)對其專業(yè)發(fā)展的貢獻(xiàn)率最小,表明了我們的教師關(guān)于個人修養(yǎng)對其專業(yè)發(fā)展影響的認(rèn)識還有欠缺�？梢哉f這一結(jié)果是預(yù)料之中的事,但也應(yīng)證了國家主席習(xí)近平在同北師大代表座談時(shí)強(qiáng)調(diào)“好教師的標(biāo)準(zhǔn)”這一事件的必要性和迫切性。同時(shí),針對模型評價(jià)結(jié)果,筆者提出了促進(jìn)學(xué)生發(fā)展以期促進(jìn)高中數(shù)學(xué)教師專業(yè)發(fā)展的幾點(diǎn)建議,從而為教師在面對學(xué)生發(fā)展問題時(shí)能夠正確的優(yōu)先采取有效的專業(yè)發(fā)展對策提供參考。
[Abstract]:Under the influence of traditional mathematics teaching concept, mathematics teachers are an important group of teachers. Even because of the college entrance examination, senior high school mathematics teachers are paid more attention and expectation than junior and junior mathematics teachers. Teacher professional development is one of the effective ways to improve teaching quality and one of the variables to promote students' growth. Therefore, to effectively promote the professional development of mathematics teachers in senior high schools, it is necessary to understand the development and needs of students from the perspective of learners. The problems of this thesis are: whether there is an interactive relationship between the professional development of high school mathematics teachers and the students' development, and what are the indicators of the professional development of senior high school mathematics teachers that have an impact on the students' development? And how to promote the growth of students and improve the professional development of teachers. Focusing on the above three questions, the author has made individual interviews with 12 teachers in Yanan area on the relationship between the professional development of senior high school mathematics teachers and the development of students. And designed a questionnaire survey of professional development indicators of senior high school mathematics teachers, which has an impact on students' development, and conducted a questionnaire survey on 30 senior high school mathematics teachers in Yan'an area. At the same time, by using the method of qualitative and quantitative analysis of AHP, the main aspects and indicators of mathematics teachers' professional development in senior high school are reduced to 4 criteria and 20 indicators. From the point of view of student development, the evaluation model is established. This paper attempts to quantify all aspects of senior high school mathematics teachers' professional development and the influence degree or contribution rate of each index. It is found that there is a kind of interactive and dialectical relationship between the professional development of high school mathematics teachers and the development of students, that is: (1) the aspect of students' need to develop is the aspect of high school teachers' need to enhance their professional development; (2) the professional development of high school mathematics teachers is to promote the growth of students. By calculating the comparison matrix between different levels of hierarchical structure diagram and using MATLAB software, the total weights of 20 indexes of professional development of senior high school mathematics teachers are obtained. According to the result of solving the model, it can be concluded that from the perspective of student development, professional knowledge is still an important basis for the professional development of senior high school mathematics teachers, and has the greatest influence on the professional development. The influence of professional ability and professionalism keep up with each other; By comparison, the contribution rate of mathematics teachers' personal accomplishment to their professional development is the least, which indicates that our teachers' understanding of the influence of personal accomplishment on their professional development is still deficient. It can be said that the result is expected, but it should also confirm the necessity and urgency of President Xi Jinping stressing the "standards of good teachers" in a meeting with representatives of Beijing normal University. At the same time, according to the evaluation results of the model, the author puts forward some suggestions to promote the development of students in order to promote the professional development of senior high school mathematics teachers. Therefore, teachers can give priority to taking effective professional development countermeasures in the face of students' development problems.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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