摘    要   学科教学知识(Pedagogical Content Knowledge,)是指教师在教学活动中对某门学科理解的知识,它包括对该学科知识的理解以及如何向不同能力和兴趣的学习者呈现特定学科的主要内容。本课题主要是选取了一位浙江省某一级和杭州市甲级幼儿园的一线幼儿教师作为研究对象,并主要采用了访谈法、文本分析法、个案研究法这三种研究方法，从幼儿教师数学学科教学知识的数学内容知识、数学教学策略知识、关于幼儿的知识和数学教学情境知识这4个维度来对幼儿教师数学学科教学知识具体的现状表现进行分析。并且通过采用半结构式的访谈提纲来进行访谈, 通过访谈深入了解幼儿教师对幼儿园数学教学活动的一些认识。

根据上述对幼儿教师数学学科教学知识数学内容知识、数学教学策略知识、关于幼儿的知识和数学教学情境知识在幼儿教师身上的具体表现和幼儿教师数学学科教学知识的现状的研究结果与分析，发现B教师：重视幼儿数学内容知识学习的生活性；重视幼儿数学内容知识学习的逻辑性；但是教师数学教学内容偏向于数量、数字居多。适当的运用示范的教学策略；适当的运用演示的教学策略；适当的运用游戏的方式开展教学。考虑到本班幼儿的思维发展的特点,以此来激发学前儿童数学学习的兴趣；对本班幼儿的总体情况了解比较全面；但是对中班幼儿的发展水平不甚了解。适当地创设情境来进行数学教学活动。研究者在此提出有利于促进幼儿教师数学学科教学知识发展的对策与建议：转变幼儿教师的数学教育观念，加强幼儿教师数学知识的学习；促进幼儿教师的同事互助；幼儿教师要以成为反思型教师为努力方向；关注幼儿园的数学教学实践,在实践中发展。90274

毕业论文关键词：幼儿教师; 数学学科教学知识; 个案研究

   Pedagogical Content Knowledge refers to the knowledge of a teacher's understanding of a subject in teaching activities。 It includes an understanding of the subject's knowledge and how to present the main content of a particular subject to learners of different abilities and interests。This paper mainly chooses a first-line kindergarten teacher of Zhejiang province as a research object, and mainly adopts the three methods of interview, text analysis and case study。 Mathematics knowledge of mathematics teaching knowledge, mathematics teaching strategy knowledge, knowledge about children' s knowledge and mathematics teaching situation knowledge of these four dimensions to the kindergarten teachers mathematics teaching knowledge of the specific status of the performance analysis。And through the use of semi-structured interview outline to interview, through interviews in-depth understanding of kindergarten teachers kindergarten mathematics teaching activities of some understanding。

   According to the above research results of kindergarten teachers 'mathematics teaching knowledge, mathematics teaching strategy knowledge, knowledge about children' s knowledge and mathematics teaching situation knowledge in kindergarten teachers and the present situation of kindergarten teachers' teaching knowledge,Found that teachers B: pay attention to children' s mathematics content knowledge learning life; emphasis on children' s mathematical content knowledge learning logic; but the teacher mathematics teaching content tends to quantity, the majority of the majority。 The appropriate use of exemplary teaching strategies; appropriate use of the teaching strategy of the demonstration; the appropriate use of the way the game to carry out teaching。Taking into account the characteristics of the development of children' s thinking in order to stimulate the 4-5 years old children' s interest in learning mathematics; the overall situation of the child to learn more comprehensive; but the level of development of junior high school children do not understand。 The appropriate creation of the situation to carry out mathematics teaching activities。In this paper, the author puts forward some suggestions and suggestions on how to promote the development of teaching knowledge of kindergarten teachers in mathematics: to change the concept of mathematics education of kindergarten teachers, to strengthen the learning of kindergarten teachers' mathematics knowledge, to promote the mutual assistance of kindergarten teachers, Teachers for the direction of efforts; focus on kindergarten mathematics teaching practice, in practice。