【作者】 刘红；

【导师】 黄瑾；

【作者基本信息】 华东师范大学 ， 学前教育学， 2016， 硕士

【摘要】 自上个世纪80年代以来,教师学科教学知识(PCK)已成为教师专业发展研究领域中的一个不可绕开的话题,国内关于幼儿教师学科(领域)教学知识的研究主要聚焦在不同领域内学科教学知识的内涵、本质、结构特征以及影响因素等几个方面,却鲜有对幼儿教师领域教学知识于儿童的学习与发展产生的影响进行专门的研究。本研究尝试对幼儿教师数学领域教学知识(MPCK)与幼儿数学学习的关系进行探究,以进一步丰富和补充幼儿教师领域教学知识的相关研究。数学领域教学知识(MPCK)是幼儿教师关于学科内容的知识(WHAT)、儿童的知识(WHO)、教学法知识(HOW)三方面知识的综合。本研究选取上海市来自不同等级园所的25位中班幼儿教师及其每个教师所带班的10名幼儿(共250名),通过使用基于视频的问卷法和“早期数学能力测验量表”(the Test of Early Math Ability-Ⅲ,简称TEMA-Ⅲ)分别测查幼儿教师的MPCK水平和幼儿的数学能力水平,并使用SPSS对两者进行肯德尔等级相关分析,同时运用访谈法挖掘影响幼儿教师MPCK水平的因素和幼儿教师MPCK水平与所在班级幼儿数学发展水平相关程度是否显著的原因,最后提出关于提高幼儿教师数学领域教学知识MPCK水平的发展路径,从而得出：1、幼儿教师数学领域教学知识(MPCK)总体水平与三个维度的得分均处于中等水平,对于数学核心经验点的理解处于“笼统或者有限理解PCK的构成要素”等级,而关于教学内容的知识(WHAT)得分最低,关于教学法的知识(HOW)得分最高。同时WHAT、WHO、HOW三个维度与MPCK,总得分间的相关程度分别为：不显著、显著、显著。2、250名中班幼儿数学能力总体处于中等水平,且幼儿间数学发展水平差异显著,同时在数数技能、基数能力、数字比较、数符号的表征以及简单的数学运算的五部分中,数数部分得分最高,数运算得分最低,五个部分与数概念总得分间均显著相关。3、幼儿教师数学领域教学知识(MPCK)总得分与幼儿数学学习与发展水平显著相关,其中WHAT维度、WHO维度与幼儿数学发展水平相关度较低,HOW维度与幼儿数学发展水平显著相关。研究表明,幼儿教师数学领域教学知识(MPCK)与幼儿数学学习间存在一定程度的相关,为了切实提高幼儿教师自身的MPCK水平,进一步促进幼儿的数学学习与发展,笔者从加强幼儿教师职前教育的理论知识与学习、积累丰富的在职经验、积极参与数学领域的培训和教研、建立健全团队协作的机制以及加强自主反思的意识和行动等角度提出建议。更多还原

【Abstract】 Since the 1980s, Pedagogical Content Knowledge has become a hot issue in the research of teacher education. Pedagogical Content Knowledge about early childhood teacher in China mainly focuses on the essence、structure、characteristics and the influencing factors, and so on. However, there has been no research aimed at the influence between the Pedagogical Content Knowledge of early childhood teacher and the development of children. Therefore, the study tries to preliminarily discuss the relationship about the MPCK of early childhood teacher and the learning of the children’s mathematic. To some degree, this study provides a new research angle about the Pedagogical Content Knowledge from early childhood teachers. Mathematical Pedagogical Content Knowledge (MPCK), which is integration for early childhood teachers about teaching. The organic integration knowledge includes three parts:knowledge of content(WHAT)、knowledge of children (WHO) and knowledge of pedagogical(HOW).The study selected 25 early childhood teachers from different kindergartens and 250 children, which every 10 children are from 1 class in Shanghai. The study surveyed teachers’ Mathematical Pedagogical Content Knowledge (MPCK) characteristics based on the video-cued PCK Questionnaire and children’s mathematical ability level based on the Test of Early Math Ability-Ⅲ (TEMA-Ⅲ). Then writer used SPSS to analyze the connection between the early childhood teachers’ MPCK and the children’s mathematical level by Kendall rank correlation analysis. Meanwhile, the writer mined the reasons that influenced early childhood teachers’MPCK and the correlation between teachers’MPCK level and the level of the children’ mathematic level based on the method of interview. At last, the writer put forward proposals which can improve early childhood teachers’MPCK. Details are as follows:1.Early childhood teachers’ MPCK scores of TOTAL, WHAT, WHO and HOW are at the middle level, which means early childhood teachers just had general or limited understandings of the components of MPCK. And the score of the knowledge of content (WHAT) is the lowest, while the knowledge of pedagogical (HOW) is the highest. At the same time, the correlation between the dimensions of WHAT、WHO、 HOW and the TOTAL respectively are:not significantly, significantly and dramatically.2. The score of preschool children in middle class stayed in the medium level and the difference was significant between children. Meanwhile, at the scores of counting、cardinal number the comparison of digital、the symbols of digital and the number operation, the score of counting is the highest and the score of the number operation is the lowest. Finally, the correlation between the five dimensions and the total are significant.3. The correlation between the TOTAL of the early childhood teachers’MPCK and the level of the children’s mathematic are significant. Even though the correlation between the level of the WHAT、WHO and the children’s mathematical level are not significant. The correlation between level of the HOW and the children’s mathematical level is significant.The research indicated that there is a certain degree of correlation between the early childhood teachers’MPCK and the level of the children’s mathematic. Therefore, in order to improve the level of the early childhood teachers’MPCK, which can further promote the children’s mathematic, the writer raised several suggestions that can enhance the level of teachers’ MPCK, such as, strengthening the theory knowledge in pre-service education, accumulating abundant working experience, participating in the training of the research in the field of mathematics actively, contacting and communicating with colleagues closely and regular independent reflection, and so on.更多还原