本文選題：實踐性知識　切入點：教師專業(yè)發(fā)展　出處：《西北師范大學》2009年碩士論文　論文類型：學位論文

【摘要】： 教師專業(yè)發(fā)展一直是教育領域比較關注的問題。然而,在以往的教師專業(yè)發(fā)展上堅持科學的技術(shù)化取向,卻使教師專業(yè)發(fā)展陷入困境。表現(xiàn)為受過系統(tǒng)的師范教育的學生仍然不能很好的適應和勝任實際的教育教學活動,參與眾多培訓活動的教師在教學實踐活動中仍然穿新鞋走老路,尤其是在新課程改革下,教師的課程理念與其實際教學行為相沖突。究其原因,筆者認為不管是師范教育還是培訓活動都嚴重忽視了教師在教育實踐活動中的思維方式和所使用的理論——教師實踐性知識。本研究旨在探析支撐教師教育教學活動的專業(yè)性知識——實踐性知識,為教師專業(yè)的獨特性和不可替代性提供理論基礎,為教師的專業(yè)發(fā)展提供新的有效的途徑,彰顯教師的主體性,增強教師的自信和自尊,喚醒教師專業(yè)發(fā)展的自我意識,確立教師認識的實踐價值。 首先,本研究在“自上而下”與“自下而上”的研究思路引導下,研讀相關文獻資料,對國內(nèi)外有關教師實踐性知識研究輪廓及其研究具體問題進行了分析與反思,進一步明確自己研究的問題域——教師實踐性知識的生成與發(fā)展。本研究認為教師實踐性知識是指教師在教育教學實踐中,結(jié)合教學經(jīng)驗、個人哲學、理解、體悟、個性特點等,通過感知、體驗、反思和學習而主動建構(gòu)的有關教育教學環(huán)境的內(nèi)外要素及其它們之間關系的自我認識。其特點是個體性與公共性、“情境性”與“普適性”、“不精確性”與“可證實性”相統(tǒng)一。其結(jié)構(gòu)為一層是教師的信念,第二層是有關課程的知識、有關學生的知識、有關策略的知識、有關自我的知識。教師的信念統(tǒng)領其他知識,其他知識有影響教師的信念,它們之間相互交融、相互作用,從而促進教師知識的更新。 其次,本研究確定了富有教學經(jīng)驗的S老師為研究個案,在教育敘事研究理論的指導下,結(jié)合訪談法和課堂觀察法對S老師的實踐性知識生成與發(fā)展的軌跡進行了探尋,最后發(fā)現(xiàn)其實踐性知識的生成與發(fā)展主要有以下來源:各類培訓活動、教育科研活動、學校教研組活動、教師的反思、教師的對話與合作、教師個人的理論學習。此外,學校文化氛圍,尤其是教師文化及其教師的職業(yè)動機也對教師實踐性知識的生成與發(fā)展有助推的作用。 最后,本研究認為建構(gòu)主義學習理論是實踐性知識生成與發(fā)展的機制,顯性知識與隱性知識相互轉(zhuǎn)化的SECI模型是其生成與發(fā)展的具體途徑。教師實踐性知識生成與發(fā)展的途徑有:1、關注日常教學生活夯實教師實踐性知識生成的基礎;2、開展校本教研活動提升教師實踐性知識的整體效應;3、積極參與培訓活動拓寬教師實踐性知識的發(fā)展途徑;4、培養(yǎng)教師的反思能力優(yōu)化教師實踐性知識的內(nèi)在結(jié)構(gòu);5、創(chuàng)建和諧教師文化搭建教師實踐性知識的交流平臺。但是,教師實踐性知識生成與發(fā)展的前提是教師必須要有強烈的職業(yè)發(fā)展動機、科學合理的職業(yè)生涯規(guī)劃、孜孜不倦的求索精神。
[Abstract]:Teachers' professional development has been paid more attention in the field of education. However, adhere to the technical orientation of science teachers' professional development in the past, but the teachers' professional development predicament. As a system of teacher education students are still not very good to adapt and do the actual teaching activities, to participate in various training activities teachers in teaching practice still wearing new shoes to walk, especially in the new curriculum reform, teachers' curriculum ideas conflict with their actual teaching behavior. The reason, I think no matter is normal education is training activities are seriously neglected in teacher education practice in the way of thinking and the theory - teachers' practical knowledge. Professional practical knowledge -- knowledge aims to probe into the teaching activities of teachers education in support of this research, as the unique teacher professional and non Substitution provides a theoretical basis for teachers to provide new and effective ways of professional development, highlighting the subjectivity of teachers, enhancing teachers' self-confidence and self-esteem, awakening teachers' professional development self-consciousness, and establishing the practical value of teachers' cognition.
First of all, the research on "guiding research top-down" and "bottom-up", read the relevant literature at home and abroad on Teachers' practical knowledge research profile and research the problems of analysis and reflection, the problem of teachers' practical knowledge generation and development domain to further clarify their research. This study suggests that knowledge the teacher practice refers to the teachers in the education teaching practice, combined with teaching experience, personal philosophy, understanding, understanding, such as personality, perception, experience, reflection and learning and actively construct the relationship between internal and external factors related to education teaching environment and their self-awareness. Its characteristic is individual and public. The "situation" and "universality", "accuracy" and "that" the unity of its structure. The first layer is teachers' beliefs, the second layer is the knowledge of the courses, About students' knowledge, knowledge about strategy and self knowledge, teachers' beliefs lead other knowledge, other knowledge influence teachers' beliefs, and they interact with each other, so as to promote teachers' knowledge renewal.
Secondly, this study determined the S teacher with rich teaching experiences as a case study in the theory of educational narrative research under the guidance of the combination of interviews and classroom observation, practical knowledge generation and development of S teachers to explore, and finally found the practical knowledge of the students to have the following main source and development: all kinds of training activities, education and scientific research activities, school activities, teachers' reflection, dialogue and cooperation of teachers, teachers' personal learning theory. In addition, the school culture, especially the culture of teachers and teachers' occupation motivation have propelled the role of teacher's practical knowledge generation and development.
Finally, this study suggests that the constructivism learning theory is practical knowledge generation and development mechanisms, the SECI model of transformation between explicit knowledge and tacit knowledge is the specific way of its formation and development. The way of teachers' practical knowledge generation and development are: 1, pay attention to the daily teaching life of teachers' practical knowledge of the ramming formation; 2, carry out school-based activities to enhance the overall effect of teachers' practical knowledge; 3, actively participate in the training of teachers practical knowledge development methods to broaden; 4, optimize training practice knowledge of the internal structure of teachers' reflective ability; 5, to create a harmonious culture of Teachers and build a communication platform for teachers' practical knowledge. However, the premise of teachers' practical knowledge generation and development of the teachers must have a strong motivation for the development of occupation, scientific and reasonable occupation career planning, diligently pursuit of spirit.

【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G451.1

【引證文獻】

相關期刊論文 前2條

1 廖圣河;;國內(nèi)教師實踐知識研究的要點及其問題分析——紀念國際教師實踐知識研究30周年[J];江蘇教育;2012年02期

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相關博士學位論文 前1條

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相關碩士學位論文 前10條

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5 郎平;中學英語教師專業(yè)發(fā)展中的實踐性知識及其生成機制探究[D];西安外國語大學;2011年

6 湯佳寧;中學信息技術(shù)教師實踐性知識的現(xiàn)狀分析及敘事研究[D];徐州師范大學;2011年

7 崔冬敏;中小學教師專業(yè)發(fā)展中實踐性知識創(chuàng)生問題研究[D];哈爾濱師范大學;2011年

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10 孫國賓;關于教師實踐性知識研究的再研究[D];寧波大學;2012年

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本文編號：1616806