【作者】 王欢；

【导师】 黄瑾；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 当前课程改革背景下,幼儿园教师作为改革落实的执行者起到了关键作用,体现为教师拥有改革背景下的教学信念并能于实践中落实,从而实现高质量的教育,因此关注教师信念落实以及影响因素是重要的议题。本研究以幼儿园教师数学教学信念落实为切入点,采用个案研究范式,运用目的性抽样策略选择S市A园三位具有不同经验特点教师(新手型教师、成熟型教师、专家型教师)为研究对象,通过测评法、观察法以及访谈法收集相关资料,分析幼儿园教师数学教学信念与数学集体教学活动提问行为关系,探究影响两者关系的影响因素。基于研究资料分析,研究发现:(1)教师数学教学信念与数学集体教学活动提问行为关系整体体现为一致性,但两者也存在不一致性,不一致性表现大都具有情境性特点。(2)不同经验的教师数学教学信念与数学集体教学活动提问行为的一致性程度部分存在差异。(3)数学教学信念与数学集体教学活动提问行为关系受到了外部因素(环境支持、教学情境)与内部因素(自我发展、教学经验、信念冲突)的影响,各因素交织在一起相互作用共同影响两者关系。基于研究发现,研究者建议幼儿园要推进园所立体化实践改革、为教师提供展示平台与支持;教师自身需增强对教学实践反思的意识、丰富自身教学经验提升专业素养;相关培训机构则需要丰富培训形式开展情境化的培训、丰富培训内容关注教师多元能力的培养。更多还原

【Abstract】 Under the current background of curriculum reform,preschool teachers play a critical role as the executors of the reform,as evidenced by their possession of teaching beliefs that align with the reform and their ability to implement them in practice,thus achieving high-quality education.Therefore,it is crucial to focus on the implementation of teachers’ beliefs and the factors that influence them.This study takes the implementation of preschool teachers’ mathematical teaching beliefs as the entry point and adopts a case study paradigm.Purposeful sampling was used to select three teachers with different levels of experience(novice,mature,and expert)from A preschool in S City as research subjects.Relevant data were collected through evaluation,observations,and interviews,and the relationship between teachers’ mathematical teaching beliefs and questioning behaviors during mathematics collective teaching activities was analyzed to explore the factors that affect the relationship between the two.Based on the analysis of research data,this study found that:(1)The relationship between teachers’ mathematical teaching beliefs and questioning behaviors in mathematics collective teaching activities is generally consistent,but there are also inconsistencies between the two,which are mostly situational in nature.(2)There are partial differences in the consistency between the mathematical teaching beliefs and questioning behaviors in mathematics collective teaching activities of teachers with different levels of experience.(3)The relationship between mathematical teaching beliefs and questioning behaviors in mathematics collective teaching activities is influenced by external factors(environmental support,teaching situations)and internal factors(self-development,teaching experience,belief conflicts),and these factors interact with each other to jointly affect the relationship between the two.Based on the research findings,researcher suggest that kindergartens promote the reform of systematic practice in preschools and provide display platforms and support for teachers;Teachers themselves need to enhance their awareness of reflection on teaching practice,enrich their teaching experience,and enhance their professional literacy;Relevant training institutions need to enrich the forms of training and carry out situational training,while enriching the training content and focusing on the cultivation of teachers’ diverse abilities.更多还原