【摘要】：教師的實(shí)踐性知識(shí)是教師在教育教學(xué)實(shí)踐中生成并不斷建構(gòu)形成的知識(shí)體系,教師要獲得專業(yè)水平上的提高,必須不斷豐富自身的實(shí)踐性知識(shí),然而不少新手教師缺乏專業(yè)自覺意識(shí)和自主發(fā)展能力,阻礙了教師個(gè)人的專業(yè)成長(zhǎng)。本文運(yùn)用個(gè)案研究,結(jié)合課堂觀察和教師訪淡,分別從橫向和縱向兩個(gè)角度出發(fā),分析研究對(duì)象實(shí)踐性知識(shí)靜態(tài)的結(jié)構(gòu)內(nèi)容及其動(dòng)態(tài)的發(fā)展機(jī)制,描繪對(duì)外漢語(yǔ)新手教師實(shí)踐性知識(shí)更新的路徑,最后提出相應(yīng)策略,以促進(jìn)對(duì)外漢語(yǔ)教師師資隊(duì)伍的建設(shè)與培養(yǎng)。 本研究的主要內(nèi)容由以下五個(gè)部分構(gòu)成： 第一章緒論,介紹研究背景、目的與意義,并通過(guò)研讀相關(guān)文獻(xiàn)資料,對(duì)國(guó)內(nèi)、國(guó)外、外語(yǔ)教學(xué)領(lǐng)域和對(duì)外漢語(yǔ)領(lǐng)域有關(guān)教師實(shí)踐性知識(shí)的研究進(jìn)行梳理,并加以評(píng)述。 第二章研究方法與設(shè)計(jì),選定一所高校的對(duì)外漢語(yǔ)教師俞老師作為研究對(duì)象,結(jié)合文獻(xiàn)資料、課堂觀察和訪淡對(duì)俞老師的實(shí)踐性知識(shí)生成與發(fā)展進(jìn)行探尋。 第三章俞老師實(shí)踐性知識(shí)的構(gòu)成,首先呈現(xiàn)其他學(xué)者對(duì)教師知識(shí)和教師實(shí)踐性知識(shí)構(gòu)成的不同劃分方法,評(píng)析兩者之間的關(guān)系,然后確定以陳向明關(guān)于實(shí)踐性知識(shí)構(gòu)成的框架分析俞老師實(shí)踐性知識(shí)的內(nèi)容,包括俞老師關(guān)于自我的知識(shí)、關(guān)于科目的知識(shí)、關(guān)于學(xué)生的知識(shí)、關(guān)于教育情境的知識(shí)。 第四章俞老師實(shí)踐性知識(shí)的生成,以俞老師正式從事教學(xué)工作的時(shí)間為分界點(diǎn),圍繞訪談內(nèi)容和課堂觀摩,先是探討俞老師剛?cè)肼殨r(shí)實(shí)踐性知識(shí)的來(lái)源,包括個(gè)人外語(yǔ)學(xué)習(xí)經(jīng)歷、專業(yè)學(xué)習(xí)經(jīng)歷和教學(xué)實(shí)踐經(jīng)歷；其次運(yùn)用案例例證學(xué)生、教師、教學(xué)手段、教學(xué)環(huán)境在教師實(shí)踐性知識(shí)建構(gòu)過(guò)程中所起的作用,生成教師實(shí)踐性知識(shí)更新路徑圖,剖析各種因素在對(duì)外漢語(yǔ)新手教師實(shí)踐性知識(shí)生成過(guò)程中是如何作用的。 第五章綜合個(gè)案研究結(jié)果,提出若干提升對(duì)外漢語(yǔ)新手教師實(shí)踐性知識(shí)生成和發(fā)展的策略。
[Abstract]:Teachers' practical knowledge is the knowledge system that teachers produce and construct constantly in the practice of education and teaching. In order to improve their professional level, teachers must constantly enrich their own practical knowledge. However, many novice teachers lack professional consciousness and ability to develop independently, which hinders their professional growth. Based on the case study, combined with classroom observation and teacher interview, this paper analyzes the static structural content and dynamic development mechanism of the practical knowledge of the research object from the horizontal and vertical perspectives, respectively. This paper describes the path of the renewal of practical knowledge of the novice teachers of Chinese as a foreign language, and finally puts forward the corresponding strategies to promote the construction and training of teachers of Chinese as a foreign language. The main content of this study consists of the following five parts: the first chapter introduces the background, purpose and significance of the research. The research on teachers' practical knowledge in the field of foreign language teaching and Chinese as a foreign language is reviewed and reviewed. In the second chapter, the author chooses Yu, a teacher of Chinese as a foreign language teacher in a university, as the research object, and explores the formation and development of Yu's practical knowledge by classroom observation and interview. In the third chapter, the composition of teacher Yu's practical knowledge first presents different methods of dividing teacher's knowledge and teacher's practical knowledge, and analyzes the relationship between them. Then it is determined to analyze the content of Yu's practical knowledge with Chen Xiangming's framework on the composition of practical knowledge, including teacher Yu's knowledge about himself, subjects, students and educational situation. Chapter 4: the generation of Yu's practical knowledge, taking the time when she was formally engaged in teaching work as the demarcation point, focusing on the contents of interviews and classroom observation, first exploring the source of practical knowledge when Mr. Yu first entered the profession. It includes personal foreign language learning experience, professional learning experience and teaching practice experience. Secondly, the role of students, teachers, teaching means and teaching environment in the process of teachers' practical knowledge construction is illustrated by case studies. Generating the path map of teachers' practical knowledge updating and analyzing how all kinds of factors play a role in the process of teachers' practical knowledge generation of new teachers of Chinese as a foreign language (TCFL). Chapter 5 synthesizes the result of case study and puts forward some strategies to improve the practical knowledge generation and development of the novice teachers of Chinese as a foreign language.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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