【摘要】： 教師實踐性知識這一知識觀的提出以教育理論與實踐發(fā)展的現(xiàn)狀和困境為依托,這種知識無論在教師專業(yè)發(fā)展和教師教育改革中都具有不可替代的重要作用和影響。教師所知道的知識要多于他所能教授的,教學就是“即席創(chuàng)作”,實踐性知識對于學校課堂的教育實踐活動來說重要作用更是不言而喻。針對此問題,20世紀80年代研究者開始關注“教師知道什么”和“教師在實踐中如何行動”的研究,教師實踐性知識研究隨之勃然興起。 在此之前,教師的這種實踐性知識并沒有受到研究者的充分重視,廣大教師們則因為工作繁忙瑣碎而忽略這種知識,或者意識到卻難于表達。此外,教師該怎么獲得和發(fā)展實踐性知識,以提高教師職業(yè)的專業(yè)化水準,已成為世界各國教育改革的聚焦點。 本文研究的目的是要揭示教師在教育教學活動中,自己難于明確表達的實踐性知識及其發(fā)展策略。希望借助此研究,使教師更加了解自己,改進教育教學工作,從而為教師專業(yè)發(fā)展和教師教育提供一些建設性意見,為廣大教師發(fā)展實踐性知識提供借鑒。同時,也為教育決策工作者和相關研究者了解教師工作的特性提供一個窗口。 在研究方法上,本文主要采用文獻研究法和案例研究法。通過收集相關資料,引言部分對教師實踐性知識的凸現(xiàn)背景作以介紹,然后對教師實踐性知識的先前研究作了粗線條的歷史回顧和歸納。第一章通過對這種知識的理論闡釋,解讀其內(nèi)涵和特點:教師實踐性知識是一種體現(xiàn)教師個人特征和教學智慧的知識,是教師在理解和領悟教育理論知識和學科知識基礎上,根據(jù)個人經(jīng)驗在教育教學實踐的特定情境中建構的一種知識形態(tài)。這種知識具有實踐性、情境性、個人性、整合性,反思性的特點。并對實踐性知識和緘默知識進行了辯析。第二章論述了教師實踐性知識的生成機制,筆者認為客觀主義知識觀存在局限性,不能合理說明其如何生成,而建構主義學習理論能夠合理地解釋這種知識的生成機制。第三章提出教師實踐性知識的發(fā)展策略,在文獻研究的基礎上,結(jié)合案例研究法,力求使研究更加形象、深刻。繼而提出四點教師實踐性知識的發(fā)展策略:開展教師的教育敘事研究、提高教師反思教學實踐能力、構建教師學習型組織、注重教師培訓中的實踐策略。結(jié)語部分對全文做以總結(jié),重申教師實踐性知識的重要性,并指明這種知識觀的發(fā)展主要取決于教師本身。
[Abstract]:The idea of teachers' practical knowledge is based on the present situation and predicament of the development of educational theory and practice. This knowledge plays an irreplaceable role and influence in teachers' professional development and teacher education reform. The teacher knows more knowledge than he can teach, teaching is "impromptu creation", and practical knowledge plays an important role in the educational practice of school classroom. In the 1980s, researchers began to pay attention to the study of "what teachers know" and "how teachers act in practice", and the study of teachers' practical knowledge sprang up. Prior to this, the practical knowledge of teachers was not paid enough attention by the researchers, and the vast number of teachers ignored it because of their busy and trivial work, or realized that it was difficult to express it. In addition, how to acquire and develop practical knowledge in order to improve the professional level of teachers has become the focus of educational reform all over the world. The purpose of this study is to reveal the practical knowledge and its development strategies which teachers can not express clearly in their educational and teaching activities. It is hoped that with the help of this research, teachers can understand themselves better and improve their teaching work, thus providing some constructive suggestions for teachers' professional development and teacher education, and providing reference for teachers to develop practical knowledge. At the same time, it also provides a window for educational decision makers and related researchers to understand the characteristics of teachers' work. In the research method, this article mainly uses the literature research method and the case study method. By collecting relevant information, the introduction introduces the background of teachers' practical knowledge, and then makes a rough historical review and induction of the previous research on teachers' practical knowledge. The first chapter interprets the connotation and characteristics of this kind of knowledge through the theoretical explanation: the teacher's practical knowledge is a kind of knowledge which embodies the teacher's personal characteristics and teaching wisdom, and is based on the understanding and understanding of the educational theory knowledge and the subject knowledge. A form of knowledge constructed according to personal experience in the specific context of educational practice. This knowledge is practical, situational, personal, integrated and reflective. And the practical knowledge and tacit knowledge are analyzed. The second chapter discusses the generating mechanism of teachers' practical knowledge. The author thinks that objectivism view of knowledge is limited and can not explain how it is generated reasonably, while constructivism learning theory can explain the mechanism of this kind of knowledge reasonably. The third chapter puts forward the development strategy of teachers' practical knowledge. On the basis of literature research and case study, the author tries to make the research more vivid and profound. Then it puts forward four development strategies of teachers' practical knowledge: to develop teachers' educational narrative research, to improve teachers' ability to reflect on teaching practice, to construct teachers' learning organization, and to pay attention to practical strategies in teacher training. The conclusion part summarizes the full text, reiterates the importance of teachers' practical knowledge, and points out that the development of this knowledge view mainly depends on the teachers themselves.
【學位授予單位】：東北師范大學
【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1條

1 劉立軍;王憲;;教師實踐性知識研究綜述[J];中共山西省委黨校學報;2012年04期

相關碩士學位論文 前10條

1 曹琴;一位初中化學教師實踐性知識的敘事研究[D];西南大學;2011年

2 劉蘭超;一位高中英語教師實踐知識的個案研究[D];西南大學;2011年

3 齊麗娟;小學教師課堂管理中的實踐性知識研究[D];西南大學;2011年

4 齊曉華;信息技術教師實踐性知識研究[D];遼寧師范大學;2011年

5 李尚鳳;一名英語專業(yè)青年教師個人實踐知識的敘事研究[D];廣西師范大學;2011年

6 湯佳寧;中學信息技術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

8 謝慧;職前教師實踐性知識的發(fā)展途徑研究[D];東北師范大學;2011年

9 于志強;數(shù)學問題解決過程中緘默知識形成的研究[D];山東師范大學;2010年

10 李雪芹;教師情境知識研究[D];河南大學;2012年

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本文編號：2376532