数学师范生数学认识信念的调查研究

【作者】 李斌；

【导师】 宁连华；

【作者基本信息】 南京师范大学 ， 数学教育， 2014， 硕士

【摘要】 随着新课程改革和教学理念的不断更新发展,教师的教学方式也有了更高的要求。数学认识信念是数学教师综合素养的一个重要方面,因而数学教师的数学认识信念也日益受到关注。师范院校的学生属于职前教师,他们的数学认识信念对今后的从教工作会产生深远的影响。高校对数学师范生的培养目标就是培养出优秀的数学教师,因而对师范生的数学认识信念的研究就显的极为重要。本研究围绕数学认识信念的三个方面即数学本质信念、数学学习信念以及数学教学信念展开。首先从理论上梳理阐述数学认识信念,然后在此基础上对师范生的数学认识信念进行界定。再通过问卷调查和访谈来研究数学师范生的数学认识信念的现状和差异性以及对成绩的影响研究。研究的主要结论有：总的来说,男女生之间的数学认识信念不存在显著的差异,但在不同年级上存在显著性差异,其中大四年级师范生的数学认识信念最积极。不同年级师范生的数学学习信念和数学教学信念存在显著性差异。(1)大二、大三、大四年级的学生都基本持有标准要求的数学认识信念。(2)不同年级的师范生的数学认识信念存在一定的差异,其中大四年级和大二、大三年级差异性显著,大四年级的数学教学信念最积极。(3)大三年级的男女生的数学认识信念上存在显著性差异,女生要好于男生；大二和大四年级学生的数学认识信念各部分在性别上都不存在显著性差异。(4)各年级的数学认识信念各个组成部分具有相关性。(5)各年级学生的数学认识信念与学生的数学成绩具有一定的相关性。最后根据研究结论从师范生自身、师范院校老师、实习指导老师以及师范院校四个方面提出了一些建议。更多还原

【Abstract】 With the new curriculum reform and teaching ideas constantly updated development, teachers’ teaching methods also have higher requirements. Mathematics Epistemic Beliefs is an important aspect of the comprehensive quality of mathematics teachers and mathematics teachers, mathematics epistemic beliefs are also growing concern. Normal college students belong to the pre service teachers, their mathematics epistemic beliefs have a profound impact on the future of teaching work. The training target of mathematics students is to develop good mathematics teachers and students, research on epistemic beliefs about mathematics is extremely important.In this study, three aspects of Mathematics Epistemic Beliefs is the essence of mathematics belief, belief of learning mathematics and mathematics teaching belief expansion. Firstly, combing the epistemic beliefs about mathematics, then based on the students’ Mathematics Epistemic Beliefs are defined. Current situation and differences of beliefs and influence on the achievement of research through the questionnaire survey and interview to study mathematics students’ mathematical understanding.The main conclusions of the research are:In general, between male and female students mathematics epistemic beliefs are not significant difference, but there are significant differences in different grades, including the fourth grade students’ Mathematics Epistemic Beliefs most actively. There was a significant difference in mathematics learning beliefs and teaching beliefs of different grade students,(1) two, three, the fourth grade students basic hold standard Mathematics Epistemic beliefs.(2) the students of different grades mathematics epistemic beliefs exist certain differences, including differences in the fourth grade and the big two, the third grade is remarkable, in the fourth grade mathematics teaching belief the most positive.(3) in the third grade boys and girls mathematical understanding exist significant differences in beliefs, girls better than boys; the big two and the fourth grade students’ mathematical understanding each part of beliefs do not exist significant differences in gender. (4) the grade mathematics epistemic beliefs associated with each component.(5) the students mathematical understanding mathematics beliefs and students have some correlation.According to the research results from the normal students in normal colleges, teacher, practice and put forward some suggestions in four aspects of the teacher and teachers colleges.更多还原