本文選題：實(shí)踐性知識(shí) + 師范生��； 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：實(shí)踐性知識(shí)是師范生專業(yè)發(fā)展過(guò)程中形成的一種特殊的知識(shí)形態(tài)。它作為師范生專業(yè)知識(shí)的重要組成部分,在師范生專業(yè)發(fā)展中起著不可估量的作用,既內(nèi)隱又外顯地影響著師范生的教育教學(xué)實(shí)踐活動(dòng)。而已有研究成果很少關(guān)注師范生實(shí)踐性知識(shí),因此,本研究主要運(yùn)用文獻(xiàn)法和訪談法,對(duì)Q師范大學(xué)小教全科專業(yè)具有典型性的三名師范生進(jìn)行調(diào)查,調(diào)查他們關(guān)于自我的知識(shí)、情境性知識(shí)、策略性知識(shí)、反思的知識(shí)、對(duì)實(shí)訓(xùn)、見(jiàn)習(xí)實(shí)習(xí)的看法與做法、影響因素等,從而揭示師范生在實(shí)踐性知識(shí)形成中的心理路程,探究其內(nèi)容、形成途徑和影響因素。研究發(fā)現(xiàn),即將畢業(yè)的師范生通過(guò)三年的實(shí)訓(xùn)、活動(dòng)、見(jiàn)習(xí)和實(shí)習(xí),已初步形成實(shí)踐性知識(shí),學(xué)習(xí)共同體和共同愿景是對(duì)他們影響最大的外因。然而也發(fā)現(xiàn)一些問(wèn)題,實(shí)訓(xùn)沒(méi)有以課程的形式固定下來(lái),師范生講課時(shí)不能很好地吸引學(xué)生注意力,處理課堂突發(fā)情況略顯生疏等。究其原因,校內(nèi)實(shí)踐課程缺乏;師范生綜合課程能力較差;見(jiàn)習(xí)時(shí)間較短,講課次數(shù)少。因此需要增加實(shí)踐課程,培養(yǎng)綜合課程能力,增加見(jiàn)習(xí)時(shí)間等,更好地保證師范生實(shí)踐性知識(shí)的形成。全文主要內(nèi)容如下:首先,緒論。主要介紹研究緣起、研究意義和目的、研究的整體設(shè)計(jì)和收集資料的方法、特色和創(chuàng)新。第一章是文獻(xiàn)探討與理論框架,通過(guò)對(duì)相關(guān)概念界定、國(guó)內(nèi)外研究文獻(xiàn)梳理,找出理論基礎(chǔ),確定本研究的分析框架。為下一步的研究提綱挈領(lǐng)。第二、三、四章是研究的主體部分,主要從訪談資料中提煉出典型案例并運(yùn)用反思性實(shí)踐理論、學(xué)習(xí)型組織理論、“成功智力”理論和“默會(huì)知識(shí)”理論對(duì)師范生實(shí)踐性知識(shí)的內(nèi)容、形成途徑、內(nèi)外部影響因素進(jìn)行探究與分析。第五章是研究的結(jié)論與思考部分。通過(guò)以上各章節(jié)的研究,總結(jié)出師范生實(shí)踐性知識(shí)形成過(guò)程中出現(xiàn)的規(guī)律性的、共性的結(jié)論,培養(yǎng)師范生過(guò)程中出現(xiàn)的問(wèn)題與不足,并提出相關(guān)思考,以期為培養(yǎng)師范生的院�；驁F(tuán)隊(duì)提供些微小的經(jīng)驗(yàn)借鑒,使師范生形成更豐富、牢固的實(shí)踐性知識(shí)。
[Abstract]:Practical knowledge is a special form of knowledge formed in the course of professional development of normal school students. As an important part of the professional knowledge of normal school students, it plays an inestimable role in the professional development of normal college students, which both implicitly and explicitly affects the educational and teaching practice of normal school students. However, there is little concern about the practical knowledge of normal college students. Therefore, this study mainly uses the literature method and interview method to investigate the typical three normal students majoring in the general course of primary education in Q normal University. By investigating their knowledge about themselves, situational knowledge, strategic knowledge, reflective knowledge, their views and practices on practical training, internship practice, influencing factors, and so on, the psychological distance of normal school students in the formation of practical knowledge is revealed. Explore its content, forming ways and influencing factors. It is found that through three years of practical training, activities, apprenticeships and internships, the students who are about to graduate from normal schools have already formed practical knowledge, and the learning community and common vision are the most important external factors affecting them. However, some problems are also found, the practical training is not fixed in the form of curriculum, the normal school students can not attract the attention of students well when they are lecturing, and it is a little strange to deal with the unexpected situations in the classroom, and so on. The reason is the lack of practical courses in the school, the poor comprehensive curriculum ability of normal students, the short time of probation and the few times of lectures. Therefore, it is necessary to increase the practical courses, cultivate the comprehensive curriculum ability and increase the time of probation, so as to better ensure the formation of practical knowledge of normal school students. The main contents of this paper are as follows: first, introduction. This paper mainly introduces the origin, significance and purpose of the research, the overall design of the research and the methods, characteristics and innovations of collecting data. The first chapter is the literature discussion and theoretical framework, through the definition of relevant concepts, domestic and foreign research literature combing, find out the theoretical basis, determine the analytical framework of this study. Outline for the next research. The second, third and fourth chapters are the main part of the study, which abstracts the typical cases from the interview materials and uses the reflective practice theory and the learning organization theory. The theory of "successful intelligence" and "tacit knowledge" explore and analyze the content, forming way, internal and external influence factors of practical knowledge of normal school students. The fifth chapter is the conclusion and thinking part of the research. Through the study of the above chapters, this paper summarizes the regular and common conclusions in the forming process of practical knowledge of normal college students, the problems and shortcomings in the process of training normal college students, and puts forward some relevant thoughts. In order to provide some small experience for the training of normal college students or teams, so that normal students form a richer and more solid practical knowledge.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G652

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