新课标要求下高中数学教师职后培训的调查研究
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摘要
高中新课改正在如火如荼的进行着,教师在新课改当中都不同程度的得到了提高,同时,教师也面临着许多困难.对高中新课改的研究能及时的发现新课程改革中取得的成效和存在的问题,对课程改革的进行有着重要的意义.素质教育的实现,“新课改”的实施,教师素质是关键.教师素质是制约地区教育发展的关键因素,因此本文主要考察了朔州市高中数学教师对新课程的实施情况,以及针对新课程教师的职后培训的情况,期待能对新课程在朔州市的顺利实施有所帮助.
本文由三部分构成:
一、调查朔州市高中数学新课程实施的实际情况,从四个方面展开:了解教师对新课改的态度;针对新课改新增内容,教师的知识扩充情况;在新课改的教学理念下,教师的教学技能是否有所改变;教师在信息技术与教学的整合方面的情况.
二、朔州市教师职后培训的情况调查.从三个方面展开:教师培训的时效性;教师职后培训的具体情况调查;教师希望的职后培训模式.了解教师实际的培训模式和教师理想的培训的差距,期望找到可行的方法.
三、针对新课程对教师提出的高要求,对教师职后培训提出思考和建议.
The new curriculum reform for senior high school is now carrying on like a raging fire,the teachers are facing many difficulties while their capability has been improved in varying degrees. Study on the reform is of great significance because it can timely discover the achievements gained and the problems existed in the new curriculum reform. Teachers’quality is the key in the realization of the quality education and the implementation of the new curriculum reform. Teachers’quality is a key restricting factor in the development of the regional education, so this paper mainly inspects the operation of the reform in mathematics curriculum in ShuoZhou. And according to the situation of the in-service training for teachers, this paper hopes to be of some help for the smooth implementation of the reform.
This paper consists of three parts:
First,survey the actual situation of the operation of the new mathematics curriculum in senior high school from four aspects: understand the attitude of teachers on new curriculum; teachers’knowledge expansion according to the new curriculum content; changes of teaching skills under concept of the new curriculum; the integration of the information technology with teaching.
Second, investigate the in-service training of the teachers in ShuoZhou from three aspects: the timeliness of the training, the investigation of the specific condition of the in-service training, the mode of the post-job training which is expected by teachers. This paper expects to find a feasible method by constructing the disparity between the practical training and the ideal training.
Third, put forward some thoughts and suggestions for the training according to the high demand requested by the new curriculum.
本文由三部分构成:
一、调查朔州市高中数学新课程实施的实际情况,从四个方面展开:了解教师对新课改的态度;针对新课改新增内容,教师的知识扩充情况;在新课改的教学理念下,教师的教学技能是否有所改变;教师在信息技术与教学的整合方面的情况.
二、朔州市教师职后培训的情况调查.从三个方面展开:教师培训的时效性;教师职后培训的具体情况调查;教师希望的职后培训模式.了解教师实际的培训模式和教师理想的培训的差距,期望找到可行的方法.
三、针对新课程对教师提出的高要求,对教师职后培训提出思考和建议.
The new curriculum reform for senior high school is now carrying on like a raging fire,the teachers are facing many difficulties while their capability has been improved in varying degrees. Study on the reform is of great significance because it can timely discover the achievements gained and the problems existed in the new curriculum reform. Teachers’quality is the key in the realization of the quality education and the implementation of the new curriculum reform. Teachers’quality is a key restricting factor in the development of the regional education, so this paper mainly inspects the operation of the reform in mathematics curriculum in ShuoZhou. And according to the situation of the in-service training for teachers, this paper hopes to be of some help for the smooth implementation of the reform.
This paper consists of three parts:
First,survey the actual situation of the operation of the new mathematics curriculum in senior high school from four aspects: understand the attitude of teachers on new curriculum; teachers’knowledge expansion according to the new curriculum content; changes of teaching skills under concept of the new curriculum; the integration of the information technology with teaching.
Second, investigate the in-service training of the teachers in ShuoZhou from three aspects: the timeliness of the training, the investigation of the specific condition of the in-service training, the mode of the post-job training which is expected by teachers. This paper expects to find a feasible method by constructing the disparity between the practical training and the ideal training.
Third, put forward some thoughts and suggestions for the training according to the high demand requested by the new curriculum.
引文
[1]王建敏.高中数学教师素养研究[D].山东:山东师范大学,2009.
[2]张建良,王名扬.“高中数学新课标”对数学教师的数学素养提出了高要求[J].数学教育学报,2005,14(3):87.
[3]吴丽华,王艳梅.新课程背景下高中数学教师的素质的调查与研究[J].数学通报, 2006(3):7.
[4]王艳惠.教师继续研究视野下:云南农村地区中小学教师职后培训模式的理论探讨[D].云南:云南师范大学,2005.
[5]李建平.教师走进新课程[J].中国教育报.2001(3):23.
[6]蒋诗泉,刘中侠.《高中数学课程标准》对高中数学教师素养的要求[J].科教文汇,2007(7):43
[7]钟昱.新课程中教师角色的转变[J].哈尔滨:教育探索,2006(4):16一18.
[8]霍力岩.教育的转型与教师角色的转换团[J].北京:教育研究,2001(1):33.
[9]伍长松.走向新课程:给教师的18条建议闭[J].太原:教育理论与实践,2003(2):43一46.
[10]新课程实施过程中培训问题研究课题组.新课程与教师角色转变[J].北京:教育科学出版社,2001(7):45-47.
[11]张秀琴,杨柳青.基础教育课程改革中教师角色的转变团[J].太原:教育理论与实践,2003(2):41-43.
[12]曹树.“研训一体”教师培训模式的思考与探究[J].江苏教育学院学报,2008(24):56.
[13]付王林.依托自修反思模式,促进教师专业发展[J].当代中小学教学文刊,2009(1):34.
[14]马林杰.中小学教师教学专业素质职后培训的研究途径[D].辽宁师范大学,2002.
[15]陈菡,高晓闽.教师资格的时效性与教师职后培训[J].继续教育,2007(4):1-2.
[16]韩宝庆.关于我国教师职后培训的几个问题[J].教育探索,2006(8):123-124.
[17]杨培升.中小学教师培训失真成因及对策浅谈[J].宁波教育学院学报,2005(1):10-13.
[18]方成.中小学教师培训的问题分析与对策[D].华中师范大学,2004.
[19]邹少兰.实施高中数学新课程的现状调查[D].扬州大学,2007.
[20]徐小仙.陕西省中学体育教师职后教育的现状调查和现状分析[D].陕西师范大学,2007.
[21]仓万林.高中新课程中数学史教学实践与研究[D].苏州大学,2008.
[22] G﹒波利亚.数学与猜想[M].科学出版社,1991.
[23]吴中贤,李新卫.对一道不等式的推广与证明[J]数学通报.2009(1):51.
[24]洛洪才.义务教育数学课程改革与数学教师培训.中国当代教育理论文献[R].2007:315.
[25]汪秉彝,吕传汉.“设置数学情境—提出数学问题”教学探索.2003(2):52-54.
[26]胡红芳.初中生数学应用意识的培养[D].华中师范大学,2008.
[27]中华人民共和国教育部.普通高中数学课程标准(实验)[S].北京:人民教育出版社,2003:4.
[2]张建良,王名扬.“高中数学新课标”对数学教师的数学素养提出了高要求[J].数学教育学报,2005,14(3):87.
[3]吴丽华,王艳梅.新课程背景下高中数学教师的素质的调查与研究[J].数学通报, 2006(3):7.
[4]王艳惠.教师继续研究视野下:云南农村地区中小学教师职后培训模式的理论探讨[D].云南:云南师范大学,2005.
[5]李建平.教师走进新课程[J].中国教育报.2001(3):23.
[6]蒋诗泉,刘中侠.《高中数学课程标准》对高中数学教师素养的要求[J].科教文汇,2007(7):43
[7]钟昱.新课程中教师角色的转变[J].哈尔滨:教育探索,2006(4):16一18.
[8]霍力岩.教育的转型与教师角色的转换团[J].北京:教育研究,2001(1):33.
[9]伍长松.走向新课程:给教师的18条建议闭[J].太原:教育理论与实践,2003(2):43一46.
[10]新课程实施过程中培训问题研究课题组.新课程与教师角色转变[J].北京:教育科学出版社,2001(7):45-47.
[11]张秀琴,杨柳青.基础教育课程改革中教师角色的转变团[J].太原:教育理论与实践,2003(2):41-43.
[12]曹树.“研训一体”教师培训模式的思考与探究[J].江苏教育学院学报,2008(24):56.
[13]付王林.依托自修反思模式,促进教师专业发展[J].当代中小学教学文刊,2009(1):34.
[14]马林杰.中小学教师教学专业素质职后培训的研究途径[D].辽宁师范大学,2002.
[15]陈菡,高晓闽.教师资格的时效性与教师职后培训[J].继续教育,2007(4):1-2.
[16]韩宝庆.关于我国教师职后培训的几个问题[J].教育探索,2006(8):123-124.
[17]杨培升.中小学教师培训失真成因及对策浅谈[J].宁波教育学院学报,2005(1):10-13.
[18]方成.中小学教师培训的问题分析与对策[D].华中师范大学,2004.
[19]邹少兰.实施高中数学新课程的现状调查[D].扬州大学,2007.
[20]徐小仙.陕西省中学体育教师职后教育的现状调查和现状分析[D].陕西师范大学,2007.
[21]仓万林.高中新课程中数学史教学实践与研究[D].苏州大学,2008.
[22] G﹒波利亚.数学与猜想[M].科学出版社,1991.
[23]吴中贤,李新卫.对一道不等式的推广与证明[J]数学通报.2009(1):51.
[24]洛洪才.义务教育数学课程改革与数学教师培训.中国当代教育理论文献[R].2007:315.
[25]汪秉彝,吕传汉.“设置数学情境—提出数学问题”教学探索.2003(2):52-54.
[26]胡红芳.初中生数学应用意识的培养[D].华中师范大学,2008.
[27]中华人民共和国教育部.普通高中数学课程标准(实验)[S].北京:人民教育出版社,2003:4.