【作者基本信息】 南京师范大学， 数学教育， 2017， 硕士
【Abstract】 In 1990, Ernest L.Boyer put forward teaching academic, the purpose is to solve the "teaching" and "academic" problem in college education regarding t eaching as academic. And, with the development of the era and the call of the curriculum reformation, secondary schools gradually transform from simple exa mination-oriented institute to talent education base. Meanwhile, teacher is growi ng from pedagogue to academic experts; education evolve from "teaching" int o "teaching and learning". Obviously, "Academic" is no longer a university h all’s patent, it is stepping into primary and secondary school at the same time. Secondary school as highly specialized education institute have the most impo rtant and widest teaching problems. Especially teaching of mathematics, as a pr ocess which propose analysis and solve the problems.Therefore, mathematical te aching research is one of the most typical research in secondary schools, and with deepening of the teaching research. Meanwhile, as the improvement of teacher s’ education and research ability, research is no longer limited to the empirical view. It has gradually developed into the height of the academic. Thus, it is necessary for the mathematics teaching academic studying of secondary school.Base on this, this study is academic teaching centred, according to comprehensive theory viewpoint of Ernest L.Boyer and domestic researchers, combining the questionnaire structure of this study, in the meantime. Academic teaching can be divided into four dimensions:academic view, teaching practice and reflection, knowledge and ability, communication and training. The research has chosen four middle school mathematics teachers in Nanjing,through literature review and questionnaire, to analyze the teaching academic status of middle school mathematics teachers and explore the factors that affect middle school mathematics teachers’ teaching academic. On the issues we found, we have had deep reflection and improvement, put forward suggestions.The follows are main conclusions of the study:From an overall perspective, mathematics teachers’ teaching academic in Nanjing middle school is fairly good. They get higher scores in practice and reflection as well as academic view. This illustrate a level both in ideology and in practice are attaches great importance to the teaching of academic. Different gender and different teaching age have no significant differences on the academic level of teachers’ teaching. But different acdemic degree and professional title show significant differences in teaching academic level.There exists significant linear correlation between the teaching academic levels and academic achievement of mathematics teachers’ in Nanjing middle school. The regression equation is y=1.436+1.091 x.The Main factor influencing teaching academic development of mathematics teachers in Nanjing middle school is that they feel great pressure and have no time; the second is their theoretical level can’t keep up,the third one is lack of expert guidance.Based on the above conclusion and analysis, this paper puts forward that teachers are the active researchers in the development of academic. Academic motivation mechanism is put forward in the system. At the same time, we should improve the academic treatment. On the strategy, we propose a diversification of academic development. Such as deep cooperation with the normal colleges, scholarly communication should be more variety, the normalization of teaching academic activities and so on.
【Key words】 academic teaching； middle school mathematics teachers； academic achievement；
- 【网络出版投稿人】 南京师范大学