中国和也门中学数学教师教育能力的比较研究
摘要
引言
无论是发达国家还是发达中国家都将教学置于举足轻重的地位,它对国家的兴旺和复兴起着至关重要的作用。
教师的职前培训对实现教育复兴最重要的因素,能力强的教师能高效、熟练地达成教育目标。所有国家都要求教师具备这些教学能力,具体包括计划、评价、现代化的教学方法和成功的班级管理能力。
教学不仅仅是简单地传授书本知识,也不意味着模仿其他优秀教师的教学行为。优秀的教师是思想者和问题解决者。当学生不愿意学习的时候,他们能灵活地调整教学策略;知道怎样设计和使用多种评价方式,而不仅仅用纸笔测验评价学生;懂得如何与家长合作共同促进孩子更好地成长。专业的教育家队伍能有效地革新学校文化(D.Roth,W.Swail,2000);
数学教师都应该认识和充分理解数学、如何传授数学,他们应该将数学与学生的生活世界、自然科学和社会科学联系起来。学生在学习数学时会时常遇到些问题和困难,这要求我们在适当的解答方法中找到最好的途径和方法来解决这些问题。因此,我们有必要识别教师效能感。
Bandura(1977)认为,教师效能感是自我效能感的一种,自我效能感是人对自己是否能够成功地进行某一成就行为的主观判断。教师效能感是指教师相信他或她有能力改变学生的行为。早有研究表明,学生的学习成绩与学生的能力、教师的能力和学校的集体能力有关(Goddard,Hoy,woolfolk;Hoy,2000;Pajares,1996;Ross,1992,1994,1998;Teschannen-Moran,Woolfolk Hoy,1998)
由于中学阶段是学生成长的主要阶段,研究试图识别中学数学教师必备的教学能力,以及这些能力的重要水平。
研背景资料
每个教师对“称职”的定义都不一样,但此项研究认为:合格的教师应该满足以下五项要求:
1.授课的能力
2.良好的课堂管理技能
3.较强的管理能力
4.致力于职业发展
5.参与课外活动
授课的能力
授课的能力强调在大学教书(包括通过实习课)的基本教学技能以及教学经验。一个合格的教师能够完整地理解自己教授的课程以及教学的重要性,也要知道如何按照学区和国家颁布的课程指南来授课。通过实习课,一个称职的教师能够理解一系列教学方法,如上大课,有指导的讨论,小组作业,独立学习等等,并且要能够应用这些方法。正如Richard Felder(1993)提出的,教授不同学科时,这些教学方法可以在不同的情境下发挥作用。(p.1)
一个教师对Bloom分类学中的学习类型以及每种类型的综合水平有一个深刻的了解(2006).。这为教师提供了智力工具,使他们最适合学生转换式学习计划的方法教授课程。教师必须认识到教学范围和教学时间的局限性。这包括准确控制每节课讲授内容的数量以及单元安排。这也包括认请教学可用时间的能力,以及什么时候可以用来提高课堂效果,使得课程更有趣,与学生更相关。
良好的课堂管理技能
“良好的课堂管理技能对于成功的教学非常重要(Hopkins,2005,p.1)”.。教师必须能够维持课堂纪律,保持自己在课堂上的尊严。课堂上,教师与学生,学生与学生之间需要相互尊重,相互理解,产生共鸣。这就是所说的有效互动。一个教师应当能够创造良好的课堂环境,使学生感到舒适,愿意融入其中。让学生愿意来上课,这给教师成为学生的行为榜样提供了一个机会。
较强的管理能力
一个教师应当具有较强的管理能力,有效地管理课堂。这包括仔细记录学生的进步,记录课堂上发生的事情(包括好事和坏事)。如果一个学生违反规则,教师应该记录下日期,发生的事情以及问题是怎样解决的。如果日后有人诽谤,这些几乎就能维护教师的名誉。如果一个学生在某一方面非常杰出,教师也应该作记录,当学生需要鼓励时可以提出来。
致力于职业发展
教师不能满足于过去掌握的知识以及现在拥有的文凭,而应该致力于未来职业发展。这意味着他们应该参加教师大会与研讨会。同样,他们也可以继续学习自己所教授的课程,以及作为一名“有效教师”需要的技能。一个明智的称职教师,应考虑进一步学习的计划,譬如在自己工作的领域获得更高学位或更多证书,或者学习自己将来可能教授的课程。很多学校的董事会都更看好有更多经验,受过更多教育的教师,并付给他们更多的工资。不仅教师自己本身对他们所教授的内容有更多的了解,工资激励机制也如此。
致力于职业发展也意味着做一个善于反思的教师。教师应该经常反思自己在课堂上哪些做的好,哪些做的不好,从而改进课程。
参与课外活动
对于一个称职的教师,最后一点要求就是参与课外活动。这是指参加学校俱乐部或运动队。一个教师资源风险自己的时间,表明其对学校事务热心。这是一种使学生全面发展的方式。学生或从不同的方面观察老师——不是教授知识与管理课堂的人——而是顾问,教练或者同伴。虽然这些活动需要专业人士,但教师做的这些事情可以为课外活动创造稍微轻松些的气氛。
问卷项目的内部一致性
内部一致性这一指标评价不同个体对量表内各项目反应的一致性。
为了评估不同分量表之间的关系,我们应用Pearson相关分析计算了分量表间的相关性。在数学教学能力部分,各个分量表之间都呈显著的统计正相关。(见表27)。
从表27中可以看出,在0.01水平,问卷分量表之间呈显著的统计相关(这一点可以从相关系数看出),这证明问卷的有效度高。
研究重点
研究重点从以下出发:
用数学老师必要的技能做一个列表,从中可以了解数学老师是如何教学生,评价数学老师的能力,数学老师也可以参考使用其中的技能。
-有助于了解两个国家的中学数学教学的关键问题。
-分享理念,涉及教学方法,教室活动,有教育意义材料和使教学活动有特色.
-本研究之所以重要,因为是必须的基础教育阶段,对学生进一步的教育有巨大的作用。
-要拿出一个明确的设想,指出数学老师的弱点,提出建议,意见以及解决的办法。
对比两个国家的教学方法和教学目标。
研究目标
研究的目的是设计一个标准评价数学老师的教学能力,并使用这一标准来比较也门和中国的中学数学教师的能力。研究提出了在中学中对数学教师进行训练计划的提议。
研究问题
1在基础教学阶段的最后三个年级中数学老师必要的教学能力是什么?
2在基础教学阶段的最后三个年级中,对也门和中国的数学老师而言,数学教学能力的意义是什么?
3在对于教学能力的重要性中,以国家性别资力或经验的变量数据显示水平为0.05为根据,在调查成员中数据显示有什么区别吗?
4在基础教学阶段的最后三个年级中,对数学老师而言教学能力可及性的水平是什么?
5在拥有教学能力中,以国家性别资力或经验的变量数据显示水平为0.05为依据,在调查成员中数据显示有什么区别吗?
6对数学老师提出的为发展教学能力的战略是什么?
研究范围
1、研究范围是对两个国家的中学数学教师进行审查和分析他们的教学能力。
3、研究结果是从调查标准中获得的。
4、研究是在2006-2007期间获得的信息。
5、研究是在有限的被调查者范围内。
抽样研究
这个研究有抽样调查
从有经验的教师中抽样调查20位。(附录1)
抽样调查来自中国和也门的135位老师。(表格1)
研究程序
为了识别数学教师所具备的教学能力,本研究者在研究前做了以下工作:
-了解教学能力的相关研究;
-了解中国中学数学教学目标
-了解也门中学数学教学目标
-与经验丰富的教师和教育专家交流,并发放问卷,向他们了解数学教师重要
教学能力。
问卷问题包括以下内容:
1.在上数学课之前,你做了哪些准备工作?
2.你认为学生需要什么样的数学?
3.你认为数学教学目标可以分成几个部分?
4.怎样处理数学和学生生活之间的关系?
5.你是如何培养学生的数学思维的?
6.师生互动在数学教学中起着什么作用?
7.你是如何调动学生积极性的?
8.你认为一个有能力的数学教师应该具备哪些基本教学能力?
9.你如何把帮助有困难的学生学习数学?
10-如何激发学生学习数学的兴趣?
-分析问卷的答案
-编制问卷,内容涉及五项重要的数学能力指标
这个研究创造了一个包含有五个范畴的数学教学能力,分别是:
备课能力
教学能力
评估能力
教育方法和工具运用的能力
个人能力
问卷有效性
-研究员让18个来自华中师范大学的教育专家和有经验的教师仲裁此问卷的有效性,根据他们的看法和意见完善此问卷。
问卷可靠性
-研究员给20个教师回答这个问卷,两个星期以后再次给这些老师回答此问卷,然后运用皮尔森的相关系数计算第一次和第二次的答案是88%。
观察卡片:
观察卡片的可靠性
观察卡片由递交给有经验的教师的问卷表确认了在教学的过程中可以被注意的能力。
研究人员连同其他有经验的研究人员用5天的观察期,在萨那观察10位中学数学教师的教学行为,并使用cooper方程式计算其结果。
资料收集方法
检验问卷的效度和信度后,为收集相关研究资料,研究者实施此项问卷。向被试说明研究目标和答题方式后,直接发放问卷。
首先,在中国武汉市
2006年4月研究员分发50份调查问卷到中学数学教师进行调查,收回的调查表43份。
其次,在也门萨那市:
2007年10月研究员分发调查问卷130份到中学数学老师进行调查,其中90份调查问卷返回。
观察卡片的用法
首先,在也门萨那市:
参观的学校,是随机选取,并会见了12个中学数学老师(附录7)。
2007年从10月初至1月底,研究员利用观察卡片对研究对象进行为期两个月的调查。
观察过程中观察员坐在教室后面听一节完整的课,以便能够观察教师在教学过程中使用的教学能力同时在观察卡片上打勾标记。
其次,在武汉市:
为了方便研究员完成的调查任务,导师为其安排四所中学(附录9)。2008年3月研究员与另一位有经验的中国老师开始访问这四所中学。利用观察卡片对22个男性和女性教师进行调查研究。
问卷结果和讨论
此项研究旨在识别中学数学教师必备的教学能力,以及这些教学能力对数学教师的重要水平。按照下列研究问题得出研究结果:
1.中学数学教师必备的教学能力有哪些?
2.在中学阶段,这些教学能力对数学教师的重要水平如何?
3.以国家、性别、资力或经验的变量数据显示水平为0.05为根据,在调查成员中数据显示有什么区别吗?
当第一个问题回答完后,研究者接着进行第二个问题的调查,进而了解这些教学能力对数学教师的重要程度。问卷中提供数字代替代替教学能力的重要水平。“5”代表“非常重要”,“4”代表“很重要”,“3”代表“一般”,“2”代表“不重要”,“1”代表“根本不重要”。因此,研究者使用一下标准来解释研究样本的重要程度。
(4.5-.5)非常重要
(4-4.4)很重要
(3-3.9)一般
(2-2.9)不重要.
(1-1.9)不存在
从表格中我们可知,最重要的教学能力是确定教学目标和营造良好的学习环境,很重要的能力是评估能力。在评估能力这一指标中,最高的能力(指导学生发现和概括概念原则)的平均差是3.97,百分比是70.4%,最低的评价能力(不纵容学生在课堂上争论)得分3.11。评估能力是被试的数学教师认为最主要的能力,这一能力体系有14种能力都有重要的地位,只有一种能力起着较小的作用。
图表4显示了中国和野门两个国家135个样本中,教学能力在两国中重要水平的不同。
从上表可知,下列主要项目不存在统计指标低于0.05水平的。
1-备课能力;
2-评价能力;
3-个人能力;
也门教师认为教学能力是最重要的能力,而中国教师认为更看重教育方式和工具。也就是说,中国教师比野门教师更看重教育方式的运用,这个原因也许是因为数学内容的呈现风格不同。中国教师普遍采用技术工具和其他资源去选择和识别信息,而野门教师在教学过程中完全依靠课本。
按照这个结果,我们可以说,两国数学教师的教学能力的不同取决于数学教师对数学理解力、思维能力和对数学的课程目标的见解。
所有的抽样研究对象认为问卷里的项目是很重要的(图表1)
问卷项目的内部一致性
内部一致性这一指标评价不同个体对量表内各项目反应的一致性。
为了评估不同分量表之间的关系,研究员应用Pearson相关分析计算了分量表间的相关性。在数学教学能力部分,各个分量表之间都呈显著的统计正相关。(见表27)。
从表27中可以看出,在0.01水平,问卷分量表之间呈显著的统计相关(这一点可以从相关系数看出),这证明问卷的有效度高。
这个关于数学教学能力的问卷,来自有经验的教师和教育专家的测定:从数学教师的角度来看所有的项目都具有一定程度的重要性(表格21):根据取得的成果,此问卷具有有较高的信度和效度系数。使教育专家能够通过这个关于数学教学能力的问卷为标准来评价中学数学教师的教学能力。
观察卡片结果
观察卡片中提供数字代表教学能力的应用水平。“4”代表常常使用,“3”代表偶尔使用,“2”代表有时用,有时不用,“1”代表没有使用。因此,研究者使用以下标准来解释研究样本的重要程度。
(3.5-4)常常使用
(3-3.4)偶尔使用
(2-2.9)有时用,有时不用
(1-1.9)没有使用
从表格28中我们可知,有6种能力是也门的老师常常使用的,还有他们的使用率是71.16%到75.81%,还有5种能力是偶尔使用的,使用率是62%到67%,还有16种能力是有时用,有时不用,还有18种能力是没有使用
从表格43中我们可知,中国老师有22种能力是常常使用的,还有17种能力是偶尔使用,6种能力是有时用,有时不用。
从研究结果,研究员设计了对中学数学教师的教学能力进行培训的策略。
结论
数学教学能力的显著程度可能会随着某些个人或环境变量(如教师性别,受教育程度和教学经验)的变化而变化。此研究按照也门-中国,男-女,教师的教育程度(资格),教学经验分类,比较教学能力的显著性排序。
结果显示了教师水平,性别,数学教学能力之间的存在显著的相关性。
结果显示:从总体来说,此研究中的各项数学教学能力得分都是有意义的,这一有意义的结果说明也门和中国教师的观点有一点非常相似:这些教师均认为,此项研究的内容——数学教学能力非常重要,并且数学有很多实用功能。全部研究样本均认为数学在日常生活中非常有用,有助于人们用科学的方法解决日常生活中遇到的问题。
.也门的教师花大部分课堂时间讲解例题和处理习题,但不复习以前讲过的概念,无论何种情况,教学方法都是讲解书本,并作板书。在教学中,教师通常不用日常生活中的例子讲解概念,也不允许学生在课堂上讨论。也门和中国的教师都认为应该鼓励学生讨论,交流思想。
表44显示了不同研究样本(中国-也门)在MTC(数学教学能力)有效程度上的区别
在课堂上,有几个现象非常明显:
·单向授课
·教师主导课堂
·无深入的评价方法.
·不鼓励学生再课堂上讨论,交流思想
·活动和目标远离课本
·学生不提问
·很难对课程作出评价,因为教师缺乏相关技能
·教师不会根据学生的需要,采用多种教学方法
·教师不会运用教学帮助,游戏,生活实例
从上述说明,我们可以得出结论:教师的自身能力有待,必须为教师们提供一些培训课程。在本研究的第五章提出了一个旨在提高教师能力的培训方案。
The study aimed to investigating the MTC for Yemenis and Chinese middle schools teachers, and the significance extent of MTC has been studied. As will as the study tries to explore the extent of mathematics teachers practicing those competencies in the classroom.
For this reason, the researcher formulated the following questions:
1、What are the necessary teaching competencies of mathematics teacher in the last three grades of the basic education stage?
2、What is the significance extent of such competencies for the Yemenis and Chinese mathematics teacher in the last three grades of the basic education stage?
3、Are there any distinctions with statistic indication among the members of the sample based on country, sex, qualification or experience variable at a statistics indication level of 0.05?
4、What are the levels of the teaching competency availability for the mathematics teacher in the three last grades of the basic education stage?
5、Are there any distinctions with statistic indication in the extent of teaching competencies availability among the members of the sample based on sex, qualification or experience at a statistics indication level of 0.05?
6、What is the proposed strategy for developing the teaching competencies for mathematics teacher?
To find answers to the above mentioned questions, The study used the descriptive research approach. To determine the MTC, the data was collected from specialist's educators, teacher's experience and previous studies which related to the study subject.
The study created a list of MTC consisted of five categories which were Preparation competencies and planning the lesson, Competencies of carrying out the lesson, Assessment competencies, Competencies of educational means and tools and Personal competencies. To know the significance degree of the MTC The researcher distributed a questionnaire including 60 items of MTC to sample consisted of 90 Yemenis teachers and 43 Chinese teachers. After testing the instrument validity by panel of experts, and computing its reliability through Pearson correlation coefficient which was 88%.
To know the levels of the teaching competency availability for the mathematics teacher, observation card (checklist) has been applied on the sample of study after verified the validity of checklist through offer the checklist to the educational specialist and experience teachers, and verified the checklist reliability via applied observer agreement methods which was 82.4. After gathering data, the researcher used SPSS program to analysis questionnaire and observation card data.
The results showed a clear similarity between Yemenis and Chinese teacher's views about the MTC significant. The study results shows that the Chinese teachers more attention toward educational tools and means than Yemenis teachers, and the female teachers more attention toward educational tools and means than male teachers.
The finding indicates that the female teachers have significantly higher general competencies than male teachers.
The result of observation card shows a great weakness in the Yemenis teacher's performance especially MTC which related to the diagnosing learning, inabilities and lack in using educational means and tools, and weakness in exploit the technological tools in teaching process.
In the light of study results, the study proposed a proposal of training program for mathematics teacher in middle schools.
无论是发达国家还是发达中国家都将教学置于举足轻重的地位,它对国家的兴旺和复兴起着至关重要的作用。
教师的职前培训对实现教育复兴最重要的因素,能力强的教师能高效、熟练地达成教育目标。所有国家都要求教师具备这些教学能力,具体包括计划、评价、现代化的教学方法和成功的班级管理能力。
教学不仅仅是简单地传授书本知识,也不意味着模仿其他优秀教师的教学行为。优秀的教师是思想者和问题解决者。当学生不愿意学习的时候,他们能灵活地调整教学策略;知道怎样设计和使用多种评价方式,而不仅仅用纸笔测验评价学生;懂得如何与家长合作共同促进孩子更好地成长。专业的教育家队伍能有效地革新学校文化(D.Roth,W.Swail,2000);
数学教师都应该认识和充分理解数学、如何传授数学,他们应该将数学与学生的生活世界、自然科学和社会科学联系起来。学生在学习数学时会时常遇到些问题和困难,这要求我们在适当的解答方法中找到最好的途径和方法来解决这些问题。因此,我们有必要识别教师效能感。
Bandura(1977)认为,教师效能感是自我效能感的一种,自我效能感是人对自己是否能够成功地进行某一成就行为的主观判断。教师效能感是指教师相信他或她有能力改变学生的行为。早有研究表明,学生的学习成绩与学生的能力、教师的能力和学校的集体能力有关(Goddard,Hoy,woolfolk;Hoy,2000;Pajares,1996;Ross,1992,1994,1998;Teschannen-Moran,Woolfolk Hoy,1998)
由于中学阶段是学生成长的主要阶段,研究试图识别中学数学教师必备的教学能力,以及这些能力的重要水平。
研背景资料
每个教师对“称职”的定义都不一样,但此项研究认为:合格的教师应该满足以下五项要求:
1.授课的能力
2.良好的课堂管理技能
3.较强的管理能力
4.致力于职业发展
5.参与课外活动
授课的能力
授课的能力强调在大学教书(包括通过实习课)的基本教学技能以及教学经验。一个合格的教师能够完整地理解自己教授的课程以及教学的重要性,也要知道如何按照学区和国家颁布的课程指南来授课。通过实习课,一个称职的教师能够理解一系列教学方法,如上大课,有指导的讨论,小组作业,独立学习等等,并且要能够应用这些方法。正如Richard Felder(1993)提出的,教授不同学科时,这些教学方法可以在不同的情境下发挥作用。(p.1)
一个教师对Bloom分类学中的学习类型以及每种类型的综合水平有一个深刻的了解(2006).。这为教师提供了智力工具,使他们最适合学生转换式学习计划的方法教授课程。教师必须认识到教学范围和教学时间的局限性。这包括准确控制每节课讲授内容的数量以及单元安排。这也包括认请教学可用时间的能力,以及什么时候可以用来提高课堂效果,使得课程更有趣,与学生更相关。
良好的课堂管理技能
“良好的课堂管理技能对于成功的教学非常重要(Hopkins,2005,p.1)”.。教师必须能够维持课堂纪律,保持自己在课堂上的尊严。课堂上,教师与学生,学生与学生之间需要相互尊重,相互理解,产生共鸣。这就是所说的有效互动。一个教师应当能够创造良好的课堂环境,使学生感到舒适,愿意融入其中。让学生愿意来上课,这给教师成为学生的行为榜样提供了一个机会。
较强的管理能力
一个教师应当具有较强的管理能力,有效地管理课堂。这包括仔细记录学生的进步,记录课堂上发生的事情(包括好事和坏事)。如果一个学生违反规则,教师应该记录下日期,发生的事情以及问题是怎样解决的。如果日后有人诽谤,这些几乎就能维护教师的名誉。如果一个学生在某一方面非常杰出,教师也应该作记录,当学生需要鼓励时可以提出来。
致力于职业发展
教师不能满足于过去掌握的知识以及现在拥有的文凭,而应该致力于未来职业发展。这意味着他们应该参加教师大会与研讨会。同样,他们也可以继续学习自己所教授的课程,以及作为一名“有效教师”需要的技能。一个明智的称职教师,应考虑进一步学习的计划,譬如在自己工作的领域获得更高学位或更多证书,或者学习自己将来可能教授的课程。很多学校的董事会都更看好有更多经验,受过更多教育的教师,并付给他们更多的工资。不仅教师自己本身对他们所教授的内容有更多的了解,工资激励机制也如此。
致力于职业发展也意味着做一个善于反思的教师。教师应该经常反思自己在课堂上哪些做的好,哪些做的不好,从而改进课程。
参与课外活动
对于一个称职的教师,最后一点要求就是参与课外活动。这是指参加学校俱乐部或运动队。一个教师资源风险自己的时间,表明其对学校事务热心。这是一种使学生全面发展的方式。学生或从不同的方面观察老师——不是教授知识与管理课堂的人——而是顾问,教练或者同伴。虽然这些活动需要专业人士,但教师做的这些事情可以为课外活动创造稍微轻松些的气氛。
问卷项目的内部一致性
内部一致性这一指标评价不同个体对量表内各项目反应的一致性。
为了评估不同分量表之间的关系,我们应用Pearson相关分析计算了分量表间的相关性。在数学教学能力部分,各个分量表之间都呈显著的统计正相关。(见表27)。
从表27中可以看出,在0.01水平,问卷分量表之间呈显著的统计相关(这一点可以从相关系数看出),这证明问卷的有效度高。
研究重点
研究重点从以下出发:
用数学老师必要的技能做一个列表,从中可以了解数学老师是如何教学生,评价数学老师的能力,数学老师也可以参考使用其中的技能。
-有助于了解两个国家的中学数学教学的关键问题。
-分享理念,涉及教学方法,教室活动,有教育意义材料和使教学活动有特色.
-本研究之所以重要,因为是必须的基础教育阶段,对学生进一步的教育有巨大的作用。
-要拿出一个明确的设想,指出数学老师的弱点,提出建议,意见以及解决的办法。
对比两个国家的教学方法和教学目标。
研究目标
研究的目的是设计一个标准评价数学老师的教学能力,并使用这一标准来比较也门和中国的中学数学教师的能力。研究提出了在中学中对数学教师进行训练计划的提议。
研究问题
1在基础教学阶段的最后三个年级中数学老师必要的教学能力是什么?
2在基础教学阶段的最后三个年级中,对也门和中国的数学老师而言,数学教学能力的意义是什么?
3在对于教学能力的重要性中,以国家性别资力或经验的变量数据显示水平为0.05为根据,在调查成员中数据显示有什么区别吗?
4在基础教学阶段的最后三个年级中,对数学老师而言教学能力可及性的水平是什么?
5在拥有教学能力中,以国家性别资力或经验的变量数据显示水平为0.05为依据,在调查成员中数据显示有什么区别吗?
6对数学老师提出的为发展教学能力的战略是什么?
研究范围
1、研究范围是对两个国家的中学数学教师进行审查和分析他们的教学能力。
3、研究结果是从调查标准中获得的。
4、研究是在2006-2007期间获得的信息。
5、研究是在有限的被调查者范围内。
抽样研究
这个研究有抽样调查
从有经验的教师中抽样调查20位。(附录1)
抽样调查来自中国和也门的135位老师。(表格1)
研究程序
为了识别数学教师所具备的教学能力,本研究者在研究前做了以下工作:
-了解教学能力的相关研究;
-了解中国中学数学教学目标
-了解也门中学数学教学目标
-与经验丰富的教师和教育专家交流,并发放问卷,向他们了解数学教师重要
教学能力。
问卷问题包括以下内容:
1.在上数学课之前,你做了哪些准备工作?
2.你认为学生需要什么样的数学?
3.你认为数学教学目标可以分成几个部分?
4.怎样处理数学和学生生活之间的关系?
5.你是如何培养学生的数学思维的?
6.师生互动在数学教学中起着什么作用?
7.你是如何调动学生积极性的?
8.你认为一个有能力的数学教师应该具备哪些基本教学能力?
9.你如何把帮助有困难的学生学习数学?
10-如何激发学生学习数学的兴趣?
-分析问卷的答案
-编制问卷,内容涉及五项重要的数学能力指标
这个研究创造了一个包含有五个范畴的数学教学能力,分别是:
备课能力
教学能力
评估能力
教育方法和工具运用的能力
个人能力
问卷有效性
-研究员让18个来自华中师范大学的教育专家和有经验的教师仲裁此问卷的有效性,根据他们的看法和意见完善此问卷。
问卷可靠性
-研究员给20个教师回答这个问卷,两个星期以后再次给这些老师回答此问卷,然后运用皮尔森的相关系数计算第一次和第二次的答案是88%。
观察卡片:
观察卡片的可靠性
观察卡片由递交给有经验的教师的问卷表确认了在教学的过程中可以被注意的能力。
研究人员连同其他有经验的研究人员用5天的观察期,在萨那观察10位中学数学教师的教学行为,并使用cooper方程式计算其结果。
资料收集方法
检验问卷的效度和信度后,为收集相关研究资料,研究者实施此项问卷。向被试说明研究目标和答题方式后,直接发放问卷。
首先,在中国武汉市
2006年4月研究员分发50份调查问卷到中学数学教师进行调查,收回的调查表43份。
其次,在也门萨那市:
2007年10月研究员分发调查问卷130份到中学数学老师进行调查,其中90份调查问卷返回。
观察卡片的用法
首先,在也门萨那市:
参观的学校,是随机选取,并会见了12个中学数学老师(附录7)。
2007年从10月初至1月底,研究员利用观察卡片对研究对象进行为期两个月的调查。
观察过程中观察员坐在教室后面听一节完整的课,以便能够观察教师在教学过程中使用的教学能力同时在观察卡片上打勾标记。
其次,在武汉市:
为了方便研究员完成的调查任务,导师为其安排四所中学(附录9)。2008年3月研究员与另一位有经验的中国老师开始访问这四所中学。利用观察卡片对22个男性和女性教师进行调查研究。
问卷结果和讨论
此项研究旨在识别中学数学教师必备的教学能力,以及这些教学能力对数学教师的重要水平。按照下列研究问题得出研究结果:
1.中学数学教师必备的教学能力有哪些?
2.在中学阶段,这些教学能力对数学教师的重要水平如何?
3.以国家、性别、资力或经验的变量数据显示水平为0.05为根据,在调查成员中数据显示有什么区别吗?
当第一个问题回答完后,研究者接着进行第二个问题的调查,进而了解这些教学能力对数学教师的重要程度。问卷中提供数字代替代替教学能力的重要水平。“5”代表“非常重要”,“4”代表“很重要”,“3”代表“一般”,“2”代表“不重要”,“1”代表“根本不重要”。因此,研究者使用一下标准来解释研究样本的重要程度。
(4.5-.5)非常重要
(4-4.4)很重要
(3-3.9)一般
(2-2.9)不重要.
(1-1.9)不存在
从表格中我们可知,最重要的教学能力是确定教学目标和营造良好的学习环境,很重要的能力是评估能力。在评估能力这一指标中,最高的能力(指导学生发现和概括概念原则)的平均差是3.97,百分比是70.4%,最低的评价能力(不纵容学生在课堂上争论)得分3.11。评估能力是被试的数学教师认为最主要的能力,这一能力体系有14种能力都有重要的地位,只有一种能力起着较小的作用。
图表4显示了中国和野门两个国家135个样本中,教学能力在两国中重要水平的不同。
从上表可知,下列主要项目不存在统计指标低于0.05水平的。
1-备课能力;
2-评价能力;
3-个人能力;
也门教师认为教学能力是最重要的能力,而中国教师认为更看重教育方式和工具。也就是说,中国教师比野门教师更看重教育方式的运用,这个原因也许是因为数学内容的呈现风格不同。中国教师普遍采用技术工具和其他资源去选择和识别信息,而野门教师在教学过程中完全依靠课本。
按照这个结果,我们可以说,两国数学教师的教学能力的不同取决于数学教师对数学理解力、思维能力和对数学的课程目标的见解。
所有的抽样研究对象认为问卷里的项目是很重要的(图表1)
问卷项目的内部一致性
内部一致性这一指标评价不同个体对量表内各项目反应的一致性。
为了评估不同分量表之间的关系,研究员应用Pearson相关分析计算了分量表间的相关性。在数学教学能力部分,各个分量表之间都呈显著的统计正相关。(见表27)。
从表27中可以看出,在0.01水平,问卷分量表之间呈显著的统计相关(这一点可以从相关系数看出),这证明问卷的有效度高。
这个关于数学教学能力的问卷,来自有经验的教师和教育专家的测定:从数学教师的角度来看所有的项目都具有一定程度的重要性(表格21):根据取得的成果,此问卷具有有较高的信度和效度系数。使教育专家能够通过这个关于数学教学能力的问卷为标准来评价中学数学教师的教学能力。
观察卡片结果
观察卡片中提供数字代表教学能力的应用水平。“4”代表常常使用,“3”代表偶尔使用,“2”代表有时用,有时不用,“1”代表没有使用。因此,研究者使用以下标准来解释研究样本的重要程度。
(3.5-4)常常使用
(3-3.4)偶尔使用
(2-2.9)有时用,有时不用
(1-1.9)没有使用
从表格28中我们可知,有6种能力是也门的老师常常使用的,还有他们的使用率是71.16%到75.81%,还有5种能力是偶尔使用的,使用率是62%到67%,还有16种能力是有时用,有时不用,还有18种能力是没有使用
从表格43中我们可知,中国老师有22种能力是常常使用的,还有17种能力是偶尔使用,6种能力是有时用,有时不用。
从研究结果,研究员设计了对中学数学教师的教学能力进行培训的策略。
结论
数学教学能力的显著程度可能会随着某些个人或环境变量(如教师性别,受教育程度和教学经验)的变化而变化。此研究按照也门-中国,男-女,教师的教育程度(资格),教学经验分类,比较教学能力的显著性排序。
结果显示了教师水平,性别,数学教学能力之间的存在显著的相关性。
结果显示:从总体来说,此研究中的各项数学教学能力得分都是有意义的,这一有意义的结果说明也门和中国教师的观点有一点非常相似:这些教师均认为,此项研究的内容——数学教学能力非常重要,并且数学有很多实用功能。全部研究样本均认为数学在日常生活中非常有用,有助于人们用科学的方法解决日常生活中遇到的问题。
.也门的教师花大部分课堂时间讲解例题和处理习题,但不复习以前讲过的概念,无论何种情况,教学方法都是讲解书本,并作板书。在教学中,教师通常不用日常生活中的例子讲解概念,也不允许学生在课堂上讨论。也门和中国的教师都认为应该鼓励学生讨论,交流思想。
表44显示了不同研究样本(中国-也门)在MTC(数学教学能力)有效程度上的区别
在课堂上,有几个现象非常明显:
·单向授课
·教师主导课堂
·无深入的评价方法.
·不鼓励学生再课堂上讨论,交流思想
·活动和目标远离课本
·学生不提问
·很难对课程作出评价,因为教师缺乏相关技能
·教师不会根据学生的需要,采用多种教学方法
·教师不会运用教学帮助,游戏,生活实例
从上述说明,我们可以得出结论:教师的自身能力有待,必须为教师们提供一些培训课程。在本研究的第五章提出了一个旨在提高教师能力的培训方案。
The study aimed to investigating the MTC for Yemenis and Chinese middle schools teachers, and the significance extent of MTC has been studied. As will as the study tries to explore the extent of mathematics teachers practicing those competencies in the classroom.
For this reason, the researcher formulated the following questions:
1、What are the necessary teaching competencies of mathematics teacher in the last three grades of the basic education stage?
2、What is the significance extent of such competencies for the Yemenis and Chinese mathematics teacher in the last three grades of the basic education stage?
3、Are there any distinctions with statistic indication among the members of the sample based on country, sex, qualification or experience variable at a statistics indication level of 0.05?
4、What are the levels of the teaching competency availability for the mathematics teacher in the three last grades of the basic education stage?
5、Are there any distinctions with statistic indication in the extent of teaching competencies availability among the members of the sample based on sex, qualification or experience at a statistics indication level of 0.05?
6、What is the proposed strategy for developing the teaching competencies for mathematics teacher?
To find answers to the above mentioned questions, The study used the descriptive research approach. To determine the MTC, the data was collected from specialist's educators, teacher's experience and previous studies which related to the study subject.
The study created a list of MTC consisted of five categories which were Preparation competencies and planning the lesson, Competencies of carrying out the lesson, Assessment competencies, Competencies of educational means and tools and Personal competencies. To know the significance degree of the MTC The researcher distributed a questionnaire including 60 items of MTC to sample consisted of 90 Yemenis teachers and 43 Chinese teachers. After testing the instrument validity by panel of experts, and computing its reliability through Pearson correlation coefficient which was 88%.
To know the levels of the teaching competency availability for the mathematics teacher, observation card (checklist) has been applied on the sample of study after verified the validity of checklist through offer the checklist to the educational specialist and experience teachers, and verified the checklist reliability via applied observer agreement methods which was 82.4. After gathering data, the researcher used SPSS program to analysis questionnaire and observation card data.
The results showed a clear similarity between Yemenis and Chinese teacher's views about the MTC significant. The study results shows that the Chinese teachers more attention toward educational tools and means than Yemenis teachers, and the female teachers more attention toward educational tools and means than male teachers.
The finding indicates that the female teachers have significantly higher general competencies than male teachers.
The result of observation card shows a great weakness in the Yemenis teacher's performance especially MTC which related to the diagnosing learning, inabilities and lack in using educational means and tools, and weakness in exploit the technological tools in teaching process.
In the light of study results, the study proposed a proposal of training program for mathematics teacher in middle schools.
引文
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Fennel,F.Heiss,J.Kobett,B.& Sammons,K.B.(1992).Linking instruction and assessment in the mathematics classroom.Arithmetic Teacher,39,11-16.
Fletcher-Flinn,C.M.,& Suddendorf,T.(1996).Computer attitudes,gender and exploratory behavior:A developmental study.Journal of Educational Computing Research,/5(4).369-392
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Glanz,K.,Rimer,B.K.& Lewis,F.M.(2002).Health Behavior and Health Education.Theory,Research and Practice.San Fransisco:Wiley & So
Goldstein,L.S.(1997).Between a rock and a hard place in the primary grades:The challenge of providing developmentally appropriate early childhood education in an elementary school setting.Early Childhood Research Quarterly,12,3-27.
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