【作者】 丁亥福赛；

【导师】 傅敏；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 自20世纪80年代以来,教师教学知识一直是教师教育研究的热点问题之一,受到越来越多的研究者的关注。教师的教学知识是教师进行有效教学的前提和条件,教师教学知识的发展是教师专业发展的重要内容之一。本论文采用访谈法,以两位高中数学教师为访谈对象,对高中数学教师理论性教学知识与实践性教学知识的形成机制及其相互作用进行了探讨:首先,从理论性教学知识和实践性教学知识两个角度对国内外有关教师知识、教师教学知识、教师个人知识、数学教师教学知识的研究成果进行了综述。其次,解析了知识、教学知识、教师教学知识、理论性教学知识、实践性教学知识以及数学教师教学知识的涵义。在此基础上选择马克思主义认识论、建构主义学习理论和诺尔斯成人学习理论作为本论文的理论基础。结合访谈资料探讨了高中数学教师理论性教学知识与实践性教学知识的形成机制及其相互作用:高中数学教师的理论性教学知识形成于教师对相应理论性教学知识的学习和实践性教学知识的理论化;实践性教学知识形成于教师教学体验的提升和理论性教学知识的实践化。高中数学教师的理论性与实践性教学知识既有区别又有联系,在教学实践中它们相互影响、相互依存、相互转化,共同决定着教师的教学行为。最后,根据高中数学教师教学知识的形成机制,从提倡一体化的教师教育模式,加强高中数学教师教学知识的培训;高师数学教师教育要增加教育类课程的教学时数,加大教育实践课程的比例;提倡高中数学教师对自身教学知识进行研究,鼓励数学教师写教学反思三方面对教师教育、教师培训和教师个人发展教学知识提出了建议。更多还原

【Abstract】 Sine 1980s, teachers’pedagogical knowledge has been a focus in the research of teachers’education. Teachers’pedagogical knowledge is the premise and condition of teaching, and the development of it is one of important contents on teachers’professional development.In this thesis, by selecting the mathematics teachers from 2 high school as research objects, the author applies the observation research method and explores formative mechanism and interaction on theoretical and practical pedagogical knowledge of high school mathematics teachers:First, the author summarizes the relevant research about teachers’knowledge both domestically and abroad. It includes teachers’pedagogical knowledge, teachers’personal knowledge and mathematics teachers’pedagogical knowledge from theory and practice.Second, the author analyzes different knowledge, including pedagogical knowledge, teachers’pedagogical knowledge, theoretical pedagogical knowledge, practical pedagogical knowledge and mathematics teachers’pedagogical knowledge. Based on the above review and analysis, the paper uses epistemology on Marxism, learning theory on constructivism and adult learning theory on Knowles as the basic theories. By virtue of material collected, the paper discusses the formative mechanism on theoretical and practical pedagogical knowledge of high school mathematics teacher and its interaction. In high school, mathematics teachers’theoretical pedagogical knowledge are formed by learning of theory and theorizing about practical knowledge, and their practical knowledge are from experience of teaching and the practice about theoretical knowledge. The theoretical and practical pedagogical knowledge have both difference and relation, they influence each other, and exert both interactively and interdependently in the educational practice.Finally, the author provides some suggestions towards the formative mechanism of high school mathematical teachers’pedagogical knowledge, namely, advocating the model of teachers’education integration, reinforcing training to high school mathematical teachers’pedagogical knowledge, increasing class hours of educational curriculum and the proportion of educational practical curriculum, advocating high school mathematical teacher to research pedagogical knowledge and to write reflection of pedagogy etc.更多还原