教育實習(xí)中職前教師實踐性知識習(xí)得研究
發(fā)布時間：2018-11-03 11:12
【摘要】：教師實踐性知識是教師在進行教學(xué)過程中受其支配的一種綜合性知識,是對教學(xué)經(jīng)驗進行反思并通過實踐活動做出來的關(guān)于教學(xué)的知識,對教師的教學(xué)活動發(fā)揮著潛移默化的作用。在對教師專業(yè)化要求越來越高的背景下,教師的實踐性知識也逐漸受到重視,職前教師的實踐性知識習(xí)得,不僅影響著職前教師自身的專業(yè)知識結(jié)構(gòu)和專業(yè)能力,更是影響著教師教育的培養(yǎng)質(zhì)量,進一步對我國基礎(chǔ)教育的發(fā)展也注入新的活力。教育實踐課程作為職前教師進行教學(xué)實踐的最主要途徑,其中的教育實習(xí)更是為職前教師實踐性知識的習(xí)得提供了至關(guān)重要的實踐場域,尤其是2011年《教師教育課程標準(試行)》頒布后,更是對教師教育的“實踐取向”提出訴求,因此,研究職前教師在教育實習(xí)中實踐性知識的習(xí)得就顯得尤為必要,并從課程的角度嘗試提出能夠促進職前教師實踐性知識習(xí)得的途徑。本研究分為六個部分:第一部分為緒論,主要介紹本文的研究緣起,對國內(nèi)外關(guān)于職前教師實踐性知識習(xí)得及教育實習(xí)的相關(guān)研究進行整理,概括已獲得的成就,為本文的研究提供理論支撐,并反思已有研究的不足,嘗試突破和改進的地方;對文章的研究思路及方法進行介紹,并對本研究所使用核心概念進行界定。第一章主要闡釋職前教師實踐性知識與教育實習(xí)的相關(guān)理解。首先對教師實踐性知識的相關(guān)概念厘定,分析職前教師實踐性知識的應(yīng)然構(gòu)成,并在研究者的研究基礎(chǔ)上分析職前教師實踐性知識的生成路徑;其次明確教育實習(xí)對職前教師實踐性知識習(xí)得的特殊意義;再則,對教育實習(xí)實施原則進行分析,以此為研究教育實習(xí)中習(xí)得實踐性知識提供保障。第二章針對職前教師實踐性知識的習(xí)得現(xiàn)狀進行實然探析。通過對剛剛結(jié)束教育實習(xí)的大四師范專業(yè)的學(xué)生進行調(diào)查及對指導(dǎo)教師進行訪談,在對統(tǒng)計所得數(shù)據(jù)進行分析后,得出當前職前教師實踐性知識習(xí)得存在以下問題:職前教師對實踐性知識的認識薄弱、忽視對教育信念的培養(yǎng)、對策略性知識認識不夠清晰、職前教師自我反思不夠深入等;第三章分析在教育實習(xí)中,職前教師實踐性知識習(xí)得缺失的原因,主要有四方面:實踐性知識自身的抽象性;職前教師自身獲取意識薄弱;高校忽視對職前教師實踐性知識的培養(yǎng);教育實習(xí)實施保障措施缺失。第四章則針對缺失原因,嘗試從教育實習(xí)課程的角度提出凸顯職前教師實踐性知識習(xí)得的策略,主要從教育實習(xí)的目標、教育實習(xí)的組織、教育實習(xí)的實施、教育實習(xí)的保障上提出相應(yīng)的改進策略。最后一部分是結(jié)論,是對本研究的總結(jié)及存在的不足,對研究問題的展望。
[Abstract]:Teachers' practical knowledge is a kind of comprehensive knowledge that teachers are dominated by in the course of teaching, and it is the knowledge about teaching that is made by reflection on teaching experience and through practical activities. It plays an imperceptible role in teachers' teaching activities. Under the background of higher and higher demands on teachers' specialization, teachers' practical knowledge is paid more and more attention. The acquisition of pre-service teachers' practical knowledge not only affects the professional knowledge structure and professional ability of pre-service teachers. It also affects the quality of teacher education and infuses new vitality into the development of basic education in China. As the most important way for pre-service teachers to carry out teaching practice, the educational practice provides a vital practical field for pre-service teachers to acquire practical knowledge. Especially after the promulgation of "Curriculum Standard for teacher Education (trial)" in 2011, it is necessary to study the acquisition of practical knowledge of pre-service teachers. From the perspective of curriculum, this paper tries to put forward some ways to promote the practical knowledge acquisition of pre-service teachers. This research is divided into six parts: the first part is the introduction, mainly introduces the origin of this study, summarizes the relevant research on pre-service teachers' practical knowledge acquisition and educational practice at home and abroad, and summarizes the achievements made. To provide theoretical support for this study, and reflect on the shortcomings of existing research, try to break through and improve the place; This paper introduces the research ideas and methods, and defines the core concepts used in this study. The first chapter mainly explains the understanding of pre-service teachers' practical knowledge and educational practice. First of all, the related concepts of teachers' practical knowledge are determined, the supposed composition of pre-service teachers' practical knowledge is analyzed, and the generation path of pre-service teachers' practical knowledge is analyzed on the basis of researchers' research. Secondly, it clarifies the special significance of teaching practice to pre-service teachers' practical knowledge acquisition. Secondly, it analyzes the implementation principles of educational practice, which provides a guarantee for the study of practical knowledge acquisition in educational practice. The second chapter analyzes the current situation of pre-service teachers' acquisition of practical knowledge. Through the investigation of the students majoring in senior normal colleges who have just finished their education practice and the interviews with the guidance teachers, after analyzing the statistical data, The following problems exist in the current practical knowledge acquisition of pre-service teachers: the pre-service teachers' understanding of practical knowledge is weak, the cultivation of educational beliefs is neglected, the understanding of strategic knowledge is not clear enough, and the self-reflection of pre-service teachers is not deep enough; The third chapter analyzes the reasons for the lack of practical knowledge acquisition of pre-service teachers in teaching practice, mainly in four aspects: abstract of practical knowledge itself, weak awareness of pre-service teachers' acquisition of practical knowledge, and lack of awareness of practical knowledge acquisition. Colleges and universities neglect the cultivation of practical knowledge of pre-service teachers, and lack of guarantee measures for the implementation of educational practice. The fourth chapter tries to put forward some strategies to highlight the practical knowledge acquisition of pre-service teachers from the point of view of educational practice courses, mainly from the goal of educational practice, the organization of educational practice, the implementation of educational practice. The corresponding improvement strategies are put forward on the guarantee of educational practice. The last part is the conclusion, the summary and the deficiency of this study, and the prospect of the research.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G652.44
本文編號：2307618
[Abstract]:Teachers' practical knowledge is a kind of comprehensive knowledge that teachers are dominated by in the course of teaching, and it is the knowledge about teaching that is made by reflection on teaching experience and through practical activities. It plays an imperceptible role in teachers' teaching activities. Under the background of higher and higher demands on teachers' specialization, teachers' practical knowledge is paid more and more attention. The acquisition of pre-service teachers' practical knowledge not only affects the professional knowledge structure and professional ability of pre-service teachers. It also affects the quality of teacher education and infuses new vitality into the development of basic education in China. As the most important way for pre-service teachers to carry out teaching practice, the educational practice provides a vital practical field for pre-service teachers to acquire practical knowledge. Especially after the promulgation of "Curriculum Standard for teacher Education (trial)" in 2011, it is necessary to study the acquisition of practical knowledge of pre-service teachers. From the perspective of curriculum, this paper tries to put forward some ways to promote the practical knowledge acquisition of pre-service teachers. This research is divided into six parts: the first part is the introduction, mainly introduces the origin of this study, summarizes the relevant research on pre-service teachers' practical knowledge acquisition and educational practice at home and abroad, and summarizes the achievements made. To provide theoretical support for this study, and reflect on the shortcomings of existing research, try to break through and improve the place; This paper introduces the research ideas and methods, and defines the core concepts used in this study. The first chapter mainly explains the understanding of pre-service teachers' practical knowledge and educational practice. First of all, the related concepts of teachers' practical knowledge are determined, the supposed composition of pre-service teachers' practical knowledge is analyzed, and the generation path of pre-service teachers' practical knowledge is analyzed on the basis of researchers' research. Secondly, it clarifies the special significance of teaching practice to pre-service teachers' practical knowledge acquisition. Secondly, it analyzes the implementation principles of educational practice, which provides a guarantee for the study of practical knowledge acquisition in educational practice. The second chapter analyzes the current situation of pre-service teachers' acquisition of practical knowledge. Through the investigation of the students majoring in senior normal colleges who have just finished their education practice and the interviews with the guidance teachers, after analyzing the statistical data, The following problems exist in the current practical knowledge acquisition of pre-service teachers: the pre-service teachers' understanding of practical knowledge is weak, the cultivation of educational beliefs is neglected, the understanding of strategic knowledge is not clear enough, and the self-reflection of pre-service teachers is not deep enough; The third chapter analyzes the reasons for the lack of practical knowledge acquisition of pre-service teachers in teaching practice, mainly in four aspects: abstract of practical knowledge itself, weak awareness of pre-service teachers' acquisition of practical knowledge, and lack of awareness of practical knowledge acquisition. Colleges and universities neglect the cultivation of practical knowledge of pre-service teachers, and lack of guarantee measures for the implementation of educational practice. The fourth chapter tries to put forward some strategies to highlight the practical knowledge acquisition of pre-service teachers from the point of view of educational practice courses, mainly from the goal of educational practice, the organization of educational practice, the implementation of educational practice. The corresponding improvement strategies are put forward on the guarantee of educational practice. The last part is the conclusion, the summary and the deficiency of this study, and the prospect of the research.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G652.44
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