發(fā)布時(shí)間：2018-05-16 09:48

  本文選題：教師 + 實(shí)踐�。� 參考：《華中師范大學(xué)》2009年博士論文

【摘要】： 理論與實(shí)踐的脫離一直是我國教師教育中長期存在的問題。本研究有感于中小學(xué)教師教育生存的困境和教師日常教育教學(xué)“實(shí)踐”被忽視的事實(shí)而提出教師實(shí)踐性格的論題,本文從“實(shí)踐”的概念出發(fā),借鑒西方哲學(xué)界關(guān)于“實(shí)踐”問題的研究成果,尤其吸收了中國傳統(tǒng)文化中對(duì)“實(shí)踐”的獨(dú)到見解,把“實(shí)踐”這一命題引入到教師專業(yè)成長的中心。實(shí)踐的人類學(xué)意義是:實(shí)踐活動(dòng)是人的自我實(shí)現(xiàn);實(shí)踐活動(dòng)實(shí)現(xiàn)著人的自由;實(shí)踐活動(dòng)是人的存在方式,它決定著人的產(chǎn)生、存在、發(fā)展和命運(yùn)。在這個(gè)意義上說,實(shí)踐是教師專業(yè)發(fā)展的動(dòng)力,改進(jìn)實(shí)踐是教師專業(yè)發(fā)展的目的,實(shí)踐智慧是教師專業(yè)發(fā)展的最高追求。教師的專業(yè)發(fā)展體現(xiàn)在實(shí)踐的完善和實(shí)踐智慧的成熟上。以此為基點(diǎn),本文借鑒了實(shí)踐哲學(xué)、教育現(xiàn)象學(xué)、心理學(xué)的思想方法,參照教育實(shí)踐理論,深入剖析教師的“實(shí)踐性格”,從教師的倫理性實(shí)踐、認(rèn)知性實(shí)踐、實(shí)踐智慧三個(gè)方面分析教師實(shí)踐性格的構(gòu)成,認(rèn)為實(shí)踐智慧是教師實(shí)踐的理想追求,探索了教師實(shí)踐智慧生成的路徑與策略,提出了教師實(shí)踐性格養(yǎng)成的模式和教師教育的改革方向,分析了大學(xué)與中小學(xué)“學(xué)習(xí)-實(shí)踐共同體”的實(shí)例。 本文共分三部分共七章,第一部分是導(dǎo)論和對(duì)基本概念的闡釋,由第一章和第二章構(gòu)成。第二部分從倫理性、認(rèn)知性、實(shí)踐智慧三個(gè)層面討論的教師實(shí)踐性格,由第三、第四、第五章構(gòu)成。第三部分從微觀和宏觀兩個(gè)層面、從教師個(gè)體、學(xué)校以及教師教育制度的改革三個(gè)方面談?wù)摻處熃逃龑?shí)踐性格的養(yǎng)成方法與策略,由第六章、第七章構(gòu)成。具體各章節(jié)的基本內(nèi)容和主要觀點(diǎn)如下: 第一章:導(dǎo)論。主要講述了本文選題的緣由和研究方法,考察了國內(nèi)外關(guān)于教師以及教師教育的研究狀況,分析了教師以及教師專業(yè)發(fā)展研究的趨勢,教師專業(yè)發(fā)展研究正在從認(rèn)識(shí)領(lǐng)域向?qū)嵺`領(lǐng)域的范式轉(zhuǎn)變。 第二章:基本概念闡釋。從“實(shí)踐”基本概念出發(fā),借鑒中西方哲學(xué)對(duì)“實(shí)踐”的研究成果,認(rèn)為,西方哲學(xué)和中國傳統(tǒng)文化對(duì)實(shí)踐的解讀有不同的側(cè)重點(diǎn),中國傳統(tǒng)文化更突出實(shí)踐的倫理性、個(gè)體性、過程性、和諧性。教師的實(shí)踐性格也正是受了中國傳統(tǒng)文化實(shí)踐觀的深刻影響,教師的實(shí)踐性格是指實(shí)踐是教師與生俱來的“內(nèi)在的、生成的、動(dòng)態(tài)的”根本品質(zhì),是教師的職業(yè)性格。教師的實(shí)踐性格表明教師的成長過程不是一般意義上的知識(shí)積累,而是一門臨床的、場域的、生成的、交往的專業(yè)實(shí)踐,教師的實(shí)踐性格的確立意味著現(xiàn)實(shí)教育中有關(guān)“實(shí)踐”的改革獲得了合法性。 第三章、第四章、第五章:分別論述了教師的倫理性實(shí)踐、認(rèn)知性實(shí)踐、實(shí)踐智慧內(nèi)涵和特征,探索教師在教育教學(xué)實(shí)踐中修德煉性、提高認(rèn)知、增長智慧的策略。 第六章:從微觀的角度探討教師實(shí)踐性格養(yǎng)成,教師個(gè)體通過加強(qiáng)自我修煉、開展校本教研、自主反思等途徑提升實(shí)踐品質(zhì),學(xué)校要塑造自由民主合作的文化、創(chuàng)建教師學(xué)習(xí)型組織、建立發(fā)展性教師評(píng)價(jià)機(jī)制等實(shí)踐促進(jìn)教師教育教學(xué)實(shí)踐的改善。 第七章:從教師教育改革的角度,認(rèn)為建立大學(xué)與中小學(xué)“學(xué)習(xí)-實(shí)踐共同體”,是培養(yǎng)教師實(shí)踐性格的基本模式。本章以美國教師專業(yè)發(fā)展學(xué)校模式、英國“以中小學(xué)為本的教師專業(yè)發(fā)展模式”、我國信陽師范學(xué)院“頂崗實(shí)習(xí)雙向培訓(xùn)”模式為例,分析當(dāng)前教師教育改革的發(fā)展趨勢。分析的重點(diǎn)是教師教育機(jī)構(gòu)如何搭建平臺(tái),建立大學(xué)與中小學(xué)“學(xué)習(xí)-實(shí)踐共同體”,打通職前職后一體化教育,構(gòu)建“基于工作現(xiàn)場”的學(xué)習(xí)機(jī)制,為教師教育中理論與實(shí)踐的整合,教師終身發(fā)展創(chuàng)設(shè)條件,提供制度支持,最終促進(jìn)教師的自我實(shí)現(xiàn)。
[Abstract]:This paper , based on the concept of " practice " , analyzes the formation , existence , development and fate of teacher ' s professional development , and points out that the practice is the ideal pursuit of teacher ' s professional development .



This paper is divided into three parts , seven chapters , the first part is the introduction and the explanation of the basic concept . The second part consists of three aspects : ethical , cognitive and practical wisdom . The third part is composed of three aspects : ethics , cognition and practical wisdom . The third part discusses the formation methods and strategies of teacher ' s education practice character from three aspects : ethics , cognition and practical wisdom .



Chapter One : Introduction . Mainly introduces the origin and the research method of the choice of teachers in this paper , investigates the research situation of teachers and teachers ' education both at home and abroad , analyzes the trend of teachers and teachers ' professional development research , and transforms the research of teacher ' s professional development from the cognitive domain to the practical domain .



Chapter 2 : Starting from the basic concept of " practice " , from the basic concept of " practice " , it is pointed out that western philosophy and traditional Chinese culture have different emphasis on the interpretation of practice . The practice character of the teacher is the professional character of the teacher . The practice character of the teacher indicates that the teacher ' s growth process is not a general sense of knowledge accumulation , but a clinical , field - domain , generated and communicative professional practice , and the establishment of the practice character of the teacher means that the reform of the practice in reality education has obtained legitimacy .



The third chapter , chapter five , chapter five , discusses the teacher ' s ethical practice , cognitive practice , practical wisdom connotation and characteristics , explores the strategy of teacher ' s moral cultivation , cognition and growth wisdom in the teaching practice of education .



Chapter 6 : From the microcosmic point of view , discuss the teacher ' s practice character formation , the teacher individual through strengthening the self - cultivation , carrying out the school - based teaching research , self - reflection and other ways to improve the practical quality , the school needs to shape the culture of the free and democratic cooperation , the establishment of the teacher learning organization , the establishment of the development teacher evaluation mechanism and so on , and the like to promote the improvement of the teacher education teaching practice .



Chapter 7 : From the perspective of teacher education reform , it is believed that the establishment of the " learning - practice community " between university and primary and middle schools is the basic mode of cultivating teachers ' practical character . This chapter analyzes the development trend of the current teacher ' s education reform . The analysis focuses on how the teacher education institution sets up the platform , establishes the learning mechanism based on the work site , and constructs the learning mechanism based on the work site . It provides the system support for the integration of the theory and practice in the teacher education , and finally promotes the teacher ' s self - realization .

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G451.1

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

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相關(guān)博士學(xué)位論文 前1條

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相關(guān)碩士學(xué)位論文 前5條

1 劉磊;論語文教師的課堂智慧[D];湖南師范大學(xué);2011年

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

3 李祥;在職教師網(wǎng)絡(luò)培訓(xùn)中的組織、內(nèi)容、評(píng)價(jià)研究[D];上海師范大學(xué);2010年

4 周白生;北師大版初中數(shù)學(xué)“圖形與幾何”專題研究[D];福建師范大學(xué);2012年

5 趙翠玲;地理教師實(shí)踐性知識(shí)發(fā)展研究[D];華東師范大學(xué);2012年

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本文編號(hào)：1896378