本文選題：教師 + 實踐��； 參考：《華中師范大學》2009年博士論文

【摘要】： 理論與實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教師教育生存的困境和教師日常教育教學“實踐”被忽視的事實而提出教師實踐性格的論題,本文從“實踐”的概念出發(fā),借鑒西方哲學界關于“實踐”問題的研究成果,尤其吸收了中國傳統(tǒng)文化中對“實踐”的獨到見解,把“實踐”這一命題引入到教師專業(yè)成長的中心。實踐的人類學意義是:實踐活動是人的自我實現(xiàn);實踐活動實現(xiàn)著人的自由;實踐活動是人的存在方式,它決定著人的產生、存在、發(fā)展和命運。在這個意義上說,實踐是教師專業(yè)發(fā)展的動力,改進實踐是教師專業(yè)發(fā)展的目的,實踐智慧是教師專業(yè)發(fā)展的最高追求。教師的專業(yè)發(fā)展體現(xiàn)在實踐的完善和實踐智慧的成熟上。以此為基點,本文借鑒了實踐哲學、教育現(xiàn)象學、心理學的思想方法,參照教育實踐理論,深入剖析教師的“實踐性格”,從教師的倫理性實踐、認知性實踐、實踐智慧三個方面分析教師實踐性格的構成,認為實踐智慧是教師實踐的理想追求,探索了教師實踐智慧生成的路徑與策略,提出了教師實踐性格養(yǎng)成的模式和教師教育的改革方向,分析了大學與中小學“學習-實踐共同體”的實例。 本文共分三部分共七章,第一部分是導論和對基本概念的闡釋,由第一章和第二章構成。第二部分從倫理性、認知性、實踐智慧三個層面討論的教師實踐性格,由第三、第四、第五章構成。第三部分從微觀和宏觀兩個層面、從教師個體、學校以及教師教育制度的改革三個方面談論教師教育實踐性格的養(yǎng)成方法與策略,由第六章、第七章構成。具體各章節(jié)的基本內容和主要觀點如下: 第一章:導論。主要講述了本文選題的緣由和研究方法,考察了國內外關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)展研究正在從認識領域向實踐領域的范式轉變。 第二章:基本概念闡釋。從“實踐”基本概念出發(fā),借鑒中西方哲學對“實踐”的研究成果,認為,西方哲學和中國傳統(tǒng)文化對實踐的解讀有不同的側重點,中國傳統(tǒng)文化更突出實踐的倫理性、個體性、過程性、和諧性。教師的實踐性格也正是受了中國傳統(tǒng)文化實踐觀的深刻影響,教師的實踐性格是指實踐是教師與生俱來的“內在的、生成的、動態(tài)的”根本品質,是教師的職業(yè)性格。教師的實踐性格表明教師的成長過程不是一般意義上的知識積累,而是一門臨床的、場域的、生成的、交往的專業(yè)實踐,教師的實踐性格的確立意味著現(xiàn)實教育中有關“實踐”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踐、認知性實踐、實踐智慧內涵和特征,探索教師在教育教學實踐中修德煉性、提高認知、增長智慧的策略。 第六章:從微觀的角度探討教師實踐性格養(yǎng)成,教師個體通過加強自我修煉、開展校本教研、自主反思等途徑提升實踐品質,學校要塑造自由民主合作的文化、創(chuàng)建教師學習型組織、建立發(fā)展性教師評價機制等實踐促進教師教育教學實踐的改善。 第七章:從教師教育改革的角度,認為建立大學與中小學“學習-實踐共同體”,是培養(yǎng)教師實踐性格的基本模式。本章以美國教師專業(yè)發(fā)展學校模式、英國“以中小學為本的教師專業(yè)發(fā)展模式”、我國信陽師范學院“頂崗實習雙向培訓”模式為例,分析當前教師教育改革的發(fā)展趨勢。分析的重點是教師教育機構如何搭建平臺,建立大學與中小學“學習-實踐共同體”,打通職前職后一體化教育,構建“基于工作現(xiàn)場”的學習機制,為教師教育中理論與實踐的整合,教師終身發(fā)展創(chuàng)設條件,提供制度支持,最終促進教師的自我實現(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 .

【學位授予單位】：華中師范大學
【學位級別】：博士
【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 尹泳一;喬世文;;關于農村教師專業(yè)成長內驅力缺失的思考[J];教學與管理;2011年07期

2 楊年豐;王作亮;;課堂實踐中的課程理解與文本詮釋[J];徐州工程學院學報(社會科學版);2011年04期

相關博士學位論文 前1條

1 鄭爽;我國教師教育者開展自我研究的初步探索[D];首都師范大學;2011年

相關碩士學位論文 前5條

1 劉磊;論語文教師的課堂智慧[D];湖南師范大學;2011年

2 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

3 李祥;在職教師網絡培訓中的組織、內容、評價研究[D];上海師范大學;2010年

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

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

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本文編號：1896378