本文關(guān)鍵詞： 教師理論智慧 現(xiàn)實(shí)困境 生成基礎(chǔ) 生成路徑　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來(lái),教育智慧的研究在教育領(lǐng)域十分熱門,其中對(duì)教育實(shí)踐智慧的研究非常多。教育理論智慧對(duì)實(shí)踐智慧有重要意義,它是實(shí)踐智慧生成的理論基礎(chǔ),是實(shí)踐智慧得以產(chǎn)生的思想源泉,對(duì)教師來(lái)說(shuō),同樣非常重要。作為教育教學(xué)主體的教師,必須要有豐富的知識(shí)積累,能正確認(rèn)識(shí)教育理論,在教學(xué)實(shí)際中抱有強(qiáng)烈的理論意識(shí)。在理論思維的指導(dǎo)下進(jìn)行科學(xué)有效的教學(xué)活動(dòng),從而生成教師的教育理論智慧。課堂教學(xué)改革要求教師具有理論智慧,教師專業(yè)發(fā)展的完善也要求教師具有理論智慧。然而,縱觀當(dāng)前的教育研究,多是對(duì)教師的教育實(shí)踐智慧的相關(guān)研究,而對(duì)教師的教育理論智慧的研究較少。本文認(rèn)為,教育理論智慧是理論知識(shí)、理論意識(shí)和理論思維三者相互作用的結(jié)果,三個(gè)方面不斷相互作用使教師不斷獲得心得體會(huì),進(jìn)而能夠在教育實(shí)踐中學(xué)理論、用理論。教師理論智慧是改變當(dāng)前教育環(huán)境中重實(shí)踐輕理論現(xiàn)狀的重要途徑,是教師教育改革和專業(yè)發(fā)展上升到理論高度的理論基礎(chǔ)。全文主要從以下四個(gè)方面進(jìn)行闡述:首先,教師理論智慧的內(nèi)涵、特征和意義。通過(guò)對(duì)智慧、理論智慧內(nèi)涵的追溯和解讀,給定本研究中所認(rèn)為的智慧、理論智慧的內(nèi)涵,然后將理論智慧置于教育的大背景中,由此界定本研究教師理論智慧的概念。教師理論智慧指的是在長(zhǎng)期學(xué)習(xí)和積累具有真理性認(rèn)識(shí)的教育理論知識(shí)的過(guò)程中,不斷形成和增加教師個(gè)人的理論認(rèn)識(shí),理論認(rèn)識(shí)的提高又促進(jìn)教師的教育理論意識(shí)和理論思維的生成和發(fā)展,理論意識(shí)和理論思維之間也是相互促進(jìn)的,三者相互促進(jìn)的過(guò)程不斷地循環(huán)往復(fù),教師便從中獲得一定的心得體會(huì),這些心得體會(huì)的積累,就是教師的理論智慧。分析教師理論智慧的概念可以得出,教師理論智慧具有穩(wěn)定性、抽象性、邏輯性、創(chuàng)造性和個(gè)人性等特征,具有啟發(fā)、指導(dǎo)、反思教師教育實(shí)踐的意義。其次,教師理論智慧的分類與構(gòu)成。本文從教師理論智慧的來(lái)源和呈現(xiàn)形式的角度,將教師理論智慧分為公共教育理論智慧和個(gè)人教育理論智慧。剖析教師理論智慧的構(gòu)成,毫無(wú)疑問(wèn),教育理論知識(shí)是其基本的構(gòu)成部分。教師理論智慧作為一種智慧,其形成過(guò)程少不了意識(shí)和思維的參與,因此,理論意識(shí)和理論思維也是教師理論智慧活動(dòng)的必要內(nèi)容。再次,教師理論智慧生成的現(xiàn)實(shí)困境。本文從制度、學(xué)校和個(gè)人層面分析了當(dāng)前教師理論智慧生成的現(xiàn)實(shí)困境。制度層面主要是教師傳統(tǒng)培養(yǎng)模式的制約;學(xué)校層面主要是學(xué)校在應(yīng)試教育制度下長(zhǎng)期重實(shí)踐輕理論的校園環(huán)境的影響;個(gè)人層面主要是源于教師對(duì)理論認(rèn)識(shí)有誤區(qū)。最后,教師理論智慧的生成基礎(chǔ)和生成路徑。主要從知識(shí)、觀念和現(xiàn)實(shí)三個(gè)方面分析了教師理論智慧的生成基礎(chǔ)。基于生成基礎(chǔ),從外部環(huán)境的搭建和內(nèi)部構(gòu)成要素的培養(yǎng)兩方面綜合分析了教師理論智慧的生成路徑。
[Abstract]:In recent years, the research of educational wisdom in the field of education is very popular, the research on the educational practice wisdom very much. The wisdom of education theory has important significance to the practical wisdom, it is the theoretical basis for practical wisdom generation, is the practice of ideological source of wisdom can be produced, the teacher is also very important. As a teaching subject the teacher must have accumulated abundant knowledge, can correctly understand the theory of education, have a strong sense of theory in teaching practice. The scientific and effective teaching activities in theoretical thinking under the guidance of education theory to generate the wisdom of teachers. Classroom teaching reform requires teachers to have theoretical wisdom, improve teachers' professional development is required the teacher has theoretical wisdom. However, in the current education and research, is the research on Teachers' educational practice wisdom, and wisdom of the teacher's education theory Less research. This paper argues that, the wisdom of education theory is the theoretical knowledge, the interaction theory of consciousness and theoretical thinking of the three results, the three aspects of interaction between teachers continue to gain experience, then in theory, using the theory of teacher education on middle school. The theory of intelligence is an important way to change the status of the current practice of education theory of light weight in the environment, is the reform of teacher education and professional development to rise to theory height. This thesis mainly from the following four aspects: first, the connotation of teachers' wisdom theory, characteristics and significance. Through the wisdom, trace and interpret the theory meaning of wisdom, as given in the study of wisdom, connotation the theory of wisdom, then the background theory of wisdom in education, thus defining the concept of the research on Teachers' theory of wisdom. Wisdom theory refers to the long-term learning and accumulation With the understanding of truth of the educational theory of knowledge in the process of continuous formation and increase teachers' theoretical knowledge, awareness of the theory and promote the formation and development of education theory consciousness and theoretical thinking of the teachers, between the theoretical consciousness and theoretical thinking is mutual promotion, mutual promotion of the process of the three continuous cycles, teachers will get some experience, the experience accumulation, is the teacher's theory of wisdom. The concept of wisdom theory analysis can be drawn, with stability, wisdom theory abstract, logical, creative and personal characteristics, such as with inspiration, guidance, reflection on the practice of teacher education. Secondly, the classification of wisdom the theory and composition of teachers. This paper from the wisdom of the teacher theory and form the angle of the wisdom of the teacher theory into public education theory and personal wisdom Wisdom of educational theory. Analyze the structure, there is no doubt the wisdom of the teacher education theory, theoretical knowledge is the basic part of the wisdom of the teacher. As a theory of wisdom, and ultimately the formation process of awareness and participation of thinking. Therefore, the necessary content of the theory of consciousness and theoretical thinking but also the teachers theoretical wisdom activities. Thirdly, the real dilemma of wisdom the teacher theory generation. This article from the system, school and individual level analysis of the reality of the plight of the wisdom of the teacher theory. The system level of teachers is the main traditional training mode control; school level is mainly affected schools in the examination oriented education system under the long-term practice of the theory of light environment of the campus; the individual level is mainly due to the teacher the theory of misunderstanding. Finally, generative bases and path wisdom theory. Mainly from the three aspects of knowledge, ideas and practical analysis of teachers of Science On the basis of the generation of wisdom, based on the generative foundation, we analyze the generation path of teachers' theoretical wisdom from two aspects: the construction of external environment and the training of internal elements.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451

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本文編號(hào)：1540653