對外漢語新手教師實踐性知識生成的個案研究
發(fā)布時間：2018-09-09 16:28
【摘要】：教師的實踐性知識是教師在教育教學(xué)實踐中生成并不斷建構(gòu)形成的知識體系,教師要獲得專業(yè)水平上的提高,必須不斷豐富自身的實踐性知識,然而不少新手教師缺乏專業(yè)自覺意識和自主發(fā)展能力,阻礙了教師個人的專業(yè)成長。本文運用個案研究,結(jié)合課堂觀察和教師訪淡,分別從橫向和縱向兩個角度出發(fā),分析研究對象實踐性知識靜態(tài)的結(jié)構(gòu)內(nèi)容及其動態(tài)的發(fā)展機制,描繪對外漢語新手教師實踐性知識更新的路徑,最后提出相應(yīng)策略,以促進對外漢語教師師資隊伍的建設(shè)與培養(yǎng)。 本研究的主要內(nèi)容由以下五個部分構(gòu)成： 第一章緒論,介紹研究背景、目的與意義,并通過研讀相關(guān)文獻資料,對國內(nèi)、國外、外語教學(xué)領(lǐng)域和對外漢語領(lǐng)域有關(guān)教師實踐性知識的研究進行梳理,并加以評述。 第二章研究方法與設(shè)計,選定一所高校的對外漢語教師俞老師作為研究對象,結(jié)合文獻資料、課堂觀察和訪淡對俞老師的實踐性知識生成與發(fā)展進行探尋。 第三章俞老師實踐性知識的構(gòu)成,首先呈現(xiàn)其他學(xué)者對教師知識和教師實踐性知識構(gòu)成的不同劃分方法,評析兩者之間的關(guān)系,然后確定以陳向明關(guān)于實踐性知識構(gòu)成的框架分析俞老師實踐性知識的內(nèi)容,包括俞老師關(guān)于自我的知識、關(guān)于科目的知識、關(guān)于學(xué)生的知識、關(guān)于教育情境的知識。 第四章俞老師實踐性知識的生成,以俞老師正式從事教學(xué)工作的時間為分界點,圍繞訪談內(nèi)容和課堂觀摩,先是探討俞老師剛?cè)肼殨r實踐性知識的來源,包括個人外語學(xué)習(xí)經(jīng)歷、專業(yè)學(xué)習(xí)經(jīng)歷和教學(xué)實踐經(jīng)歷；其次運用案例例證學(xué)生、教師、教學(xué)手段、教學(xué)環(huán)境在教師實踐性知識建構(gòu)過程中所起的作用,生成教師實踐性知識更新路徑圖,剖析各種因素在對外漢語新手教師實踐性知識生成過程中是如何作用的。 第五章綜合個案研究結(jié)果,提出若干提升對外漢語新手教師實踐性知識生成和發(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)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195
本文編號：2232945
[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)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195
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