高中数学教师PCK发展的一个个案研究.pdfVIP

摘要 在教师走上讲台到退休的整个教学生涯中，教师的学科教学知识（PCK）一 直在连续、渐进地发展。教师在教学中如何及时更新知识、能力，从而获得良好 的专业发展，更有效地服务于学生和社会，就显得非常重要了。 本文主要研究在同一重点中学工作的两位高中数学教师，他们在工作中分别 处于经验教师阶段和新手阶段。通过两个课例研究，归纳出这两位新教师和经验 教师在PCK上的区别，主要有新教师的数学知识不完备，学生知识不全面，不了 解学生的学习困难，教学法知识不丰富，情境知识和课程知识比较贫乏等。同时， 笔者运用访谈法，从外部和内部两方面寻求了影响这两位教师PCK发展的因素， 发现影响教师PCK发展的外部因素主要有专业培养、师徒制、数学教研组、教学 期刊的阅读等，内部因素主要有教师自身的经验和对教学的反思、和同事的日常 交流等。 根据以上研究结果，本文对高中数学新教师PCK发展提出以下建议： 1、全面提升教师自身知识和能力，建构自己的完整的高中数学知识体系 2 、加强与同事和学生的日常交流，重视每一节课后的教学反思，获得必要 的学生知识。 3、坚持连续地跟踪听课和课堂观摩，课堂教学要从“关注教学”逐步转变 为“关注学生”。 关键词：学科教学知识（PCK ） 教师专业发展 新教师 经验教师 个案研究 I Abstract In the entire teaching career from first stepping onto the platform to retirement, teachers pedagogical content knowledge (PCK) has been in continuous and progressive development. It is very important for teachers to know in teaching how to update the knowledge, ability to get good professional development, to more effectively serve the students and the community. This paper studies two high school mathematics teacher in the same major secondary work, and they work in the experienced teachers stage and novice stage. Through the two lessons study, the paper sums up the differences of these two new teachers and experienced teachers on the PCK. The new teachers mathematical knowledge is incomplete, and the students knowledge is not complete too. They do not understand the students learning difficulties, and their teaching knowledge, context knowledge and curriculum knowledge are relatively poor. At the same time, the author uses interviews to seek factors from both external and internal that influence teachers PCK development. The external factors that inf