【作者】 李洁；

【导师】 熊惠民；

【作者基本信息】 华中师范大学 ， 学科教学（数学）， 2020， 硕士

【副题名】以数学学科为例

【摘要】 教育,乃国之大计、党之大计.为适应国家发展和建设需要,教育专业型硕士应运而生.对教育硕士而言,硕士研究生阶段的学习成为职前教育的关键,具有强烈的职业导向,两年的学习生活围绕发展自我教师核心素养展开,这也正是本研究的意义所在.自古以来,教师职业具有传道、授业及解惑的职能.随着知识经济的发展,教师的职能远不止于此,而教师高效发挥自身职能的关键在于自我的教师核心素养水平.同时,面对“培养全面发展的人”的时代使命,教师核心素养的发展水平成为落实学生发展核心素养的关键因素.再次,教师作为一项事业,发展教师核心素养是应对愈演愈烈的国际竞争的关键一招.最后,随着反思型教学理念的不断深入,课程目标、内容与教学手段的变革,作为反思性实践者的教师,其核心素养的发展亦是反思性教学理念的最终归途.教育硕士发展的教师核心素养指向教育硕士,是其在接受教师教育、参与教育实践中不断形成和发展起来的”文化人”、“实践者”与“反思家”素养的综合,是其未来职业生涯中必备品格和关键能力的综合.其中,“文化人”素养是教师核心素养的基础,“实践者”素养是教师核心素养的本职,“反思家”素养是教师核心素养的关键.具体而言,“文化人”素养包括师德情怀、扎实底蕴两个维度,“实践者”素养包括教育教学、教育科研两个维度,“反思家”素养包括批判反思、终身学习两个维度.“文化人”、“实践者”与“反思家”素养三者环环相扣,共同构成教育硕士教师核心素养框架体系,并以此为核心编制教师核心素养测量量表.教育硕士发展教师核心素养的路径是本研究的又一关键组成部分.案例教学法伴随着我国专业学位研究生的诞生、招生与培养的全阶段,作为一种教学方法,其搭建起理论与实践的桥梁,为学生的分析能力、实践能力与批判反思能力的培养提供训练场,是教育硕士教育教学的关键教学方法之一,是发展教育硕士教师核心素养的有效抓手.同时,案例教育法蕴含了启发式教学法和讨论法,能够在教学中极大地发挥学生学习的主动性,并最终促进学生批判反思意识、能力和习惯的形成与提高,这正与教师作为反思性实践者的理念相契合,也正是教师核心素养的关键所在.基于此,以研究者、观察者、协助者的身份,全程参与、协助导师开发案例教学为核心的“引问-自省-交流-指导-反刍”五步法,通过延长教育硕士信息流、反思流的流淌时间,促进教育硕士学习主动性、积极性的发挥,引导其全面发展与落实自我文化人、反思家、实践者素养,并以《中学数学教学与实施》课程实践为例,研究案例教学发展教育硕士教师核心素养的有效性.实践前后,以教师核心素养测量量表为依据对实践前后教育硕士施测.通过数据分析,得出本研究“文化人”、“实践者”与“反思家”素养之间相关系数分别为0.471、0.630、0.542;实践前后教育硕士教师核心素养水平各指标均值上升2-3分,总水平上升6.35分;实践后,教育硕士的教师核心素养各指标及总水平均占总分75%左右;实践前后教师核心素养显著性P值为0.021,具有显著性差异.综上,以案例教学为核心的“引问-自省-交流-指导-反刍”五步法是能够高效、全方位地发展教育硕士教师核心素养,是发展教育硕士教师核心素养的有效方法.更多还原

【Abstract】 Education is the grand plan of the country and the party.In order to meet the needs of the country’s development and construction,the master of education came into being.For the master of education,the study of the master’s stage has become the key of pre service education,with a strong professional orientation.The two-year study and life around the development of self-taught core literacy,which is also the significance of this study.Since ancient times,the teacher profession has the function of preaching,teaching and solving puzzles.With the development of knowledge economy,the function of teachers is far more than this,and the key of teachers to play their own functions efficiently lies in their own teachers’ core literacy level.At the same time,in the face of the era mission of "cultivating all-round development of people",the development level of teachers’ core literacy has become the implementation of students’development core literacy Thirdly,as a career,the development of teachers’ core literacy is the key to cope with the growing international competition.Finally,with the deepening of reflective teaching concept,the reform of curriculum objectives,content and teaching methods,as reflective practitioners,the development of teachers’ core literacy is also the ultimate return of reflective teaching concept.The core quality of teachers in the development of master of education refers to master of education,which is the integration of the quality of cultural worker,practitioner and introspectivist formed and developed in the process of accepting teacher education and participating in educational practice,and the integration of the essential character and key ability in their future career.Among them,the quality of"cultural worker" is the foundation of the core quality of teachers,and the quality of"practitioner" is the quality of education The quality of "introspectivist" is the key of teachers’ core quality.Specifically,the quality of "cultural worker" includes two dimensions:Teachers’ moral feelings and solid details.The quality of "practitioner"includes two dimensions:education,teaching and research.The quality of"introspectivist" includes two dimensions:critical reflection and lifelong learning."Cultural worker","practitioner" and " introspectivist" are closely linked to form the framework system of the core literacy of master of education,and take this as the core to develop the teachers’core literacy measurement scaleAnother key component of this study is the way to develop teachers’ core literacy.Case teaching method is accompanied by the birth,enrollment and training of professional degree graduate students in China.As a teaching method,it builds up a bridge between theory and practice,provides training ground for the cultivation of students’ analytical ability,practical ability and critical reflection ability.It is one of the key teaching methods in the education of master of education and an effective way to develop the core quality of master of education teachers.At the same time,case education contains heuristic teaching method and discussion method,which can give full play to students’ initiative in learning in teaching,and ultimately promote the formation and improvement of students’ critical reflection consciousness,ability and habit,which is in line with the concept of teachers as reflective practitioners,and is the key to teachers’ core literacy.Based on this,the five steps of "Introduction,introspection,communication guidance regurgitation" with case teaching as the core,is developed by participating and cooperating with tutors as researchers,observer and facilitators.By prolonging the flowing time of information flow and reflection flow of master of education,the initiative and enthusiasm of master of Education Learning can be promoted,and the quality of cultural worker,practitioner and introspectivist can be guided to fully develop and implement.Before and after the practice,based on the teacher’s core literacy measurement scale,the author measured the education master’s core literacy before and after the practice.Based on the data analysis,the correlation coefficients among the qualities of"cultural worker","practitioner" and " introspectivist" are 0.471,0.630 and 0.542,respectively;the average of each index of core quality level of master of education teachers before and after the practice is increased by 2-3 points,and the total level is increased by 6.35 points;After practice,the teacher’s core literacy indexes and total water average about 75%of the total score;before and after practice,the significant p value of teacher’s core literacy is 0.021,with significant difference.To sum up,the five steps of "introduction,self-examination,communication,guidance and rumination"with case teaching as the core can effectively and comprehensively develop the core literacy of master of education teachers.更多还原