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中学数学教师教学学术状况的调查研究 ——以南京市为例

【作者】 王杰

【导师】 宁连华;

【作者基本信息】 南京师范大学, 数学教育, 2017, 硕士

【副题名】以南京市为例

【摘要】 1990年,欧内斯特·博耶提出教学学术,目的是解决美国大学教育中“教学”与“学术”之争,把教学看作一种学术.而随着时代的发展和课程改革的呼唤,中学逐渐从单纯的应试机构转型为人才培育基地,教师发展也面临着从教书匠转向学术型专家,教学也逐渐从指向“教”到指向“教与学”的学术.可见“学术”不再是大学殿堂的专利,同时也向中小学进军.而中学作为专业化的教育教学场所,教学问题最集中、最广泛,尤其是数学教学,它本身就是一个提出、分析、解决问题的过程,因此,根植于中学一线的数学教学研究最有代表性,并且随着教学研究的不断深入,教师学历及其研究能力的提高,研究已不再局限于经验性视野,逐渐发展到学术的高度,因而对中学数学教师的教学学术进行研究是很有必要的.基于此,本研究以教学学术为中心,借助文献查阅以及问卷调查,综合博耶及国内研究者的理论观点,再结合本研究开发的问卷结构,将教学学术分为教学学术观、实践与反思、知识与能力和交流与培训这四个维度,选取南京市四个城区的中学数学教师,来分析当前南京市中学数学教师的教学学术现状,探索影响中学数学教师发展教学学术的因素,并针对发现的问题,深入反思,提出建议.研究所得的主要结论如下:从整体上看,南京市中学数学教师的教学学术状况较好,在实践与反思和教学学术观念上所得的分数较高,说明无论是在观念层面还是在实践层面都比较重视教学学术.不同性别、不同教龄对教师的教学学术水平没有显著差异.但是不同学历、不同职称的教师在教学学术水平上呈现显著差异.南京市中学数学教师的教学学术水平与学术成果之间有显著的线牲关系,回归方程是y=-1.436+1.091x.影响南京市中学数学教师教学学术发展的主要因素是“教学压力大,没有时间”,其次是“自己的理论水平跟不上”,接着是“缺乏专家指导,,等.针对以上结论和分析,本文在观念上提出教师是学术发展的行动研究者;在制度上提出学术激励机制,提高学术待遇;在策略上提出学术多样化发展,比如与高师院校的深度合作、学术传播方式多样化、教学学术活动常态化等建议.

【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.

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  • 【网络出版投稿人】 南京师范大学
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