本文關(guān)鍵詞：教師教學(xué)知識(shí)的統(tǒng)整研究　出處：《西南大學(xué)》2010年博士論文　論文類型：學(xué)位論文

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【摘要】： 教師教學(xué)知識(shí)是作為特定主體的教師所擁有的關(guān)于教學(xué)活動(dòng)的知識(shí)。教師的教學(xué)知識(shí)是教師開展教學(xué)活動(dòng)的直接支撐,教師教學(xué)知識(shí)整合對(duì)核心能力有顯著的直接正相關(guān)。其知識(shí)整合程度的高低是教師教學(xué)能力高低的核心和關(guān)鍵,教師具有統(tǒng)整的教學(xué)知識(shí)和優(yōu)良的知識(shí)結(jié)構(gòu)有助于教師教學(xué)能力的提升。基于此,本研究全力關(guān)注教師教學(xué)知識(shí)的統(tǒng)整問(wèn)題,具體圍繞四個(gè)問(wèn)題展開：為什么要探討教師教學(xué)知識(shí)的統(tǒng)整問(wèn)題?教師教學(xué)知識(shí)的統(tǒng)整到底應(yīng)統(tǒng)整哪些知識(shí)?教師教學(xué)知識(shí)應(yīng)如何統(tǒng)整?教師教學(xué)知識(shí)統(tǒng)整得怎么樣?其中第一個(gè)問(wèn)題是前提性問(wèn)題,第二個(gè)問(wèn)題是本體性問(wèn)題,第三個(gè)問(wèn)題是策略性問(wèn)題,第四個(gè)問(wèn)題是驗(yàn)證性問(wèn)題。為了回答這些問(wèn)題,本文借助文獻(xiàn)分析、調(diào)查研究和實(shí)驗(yàn)研究等方法開展了以下研究。 1.教師教學(xué)知識(shí)的分離及本質(zhì)探討 通過(guò)對(duì)重慶市城市、縣城、農(nóng)村三類地區(qū)7所學(xué)校315位教師開展問(wèn)卷調(diào)查,本研究認(rèn)為教師教學(xué)知識(shí)存在著“分離”問(wèn)題,分離表現(xiàn)在：在創(chuàng)生主體上的“研—教”式分離,在價(jià)值追求上的“真—善”式分離,在存在形態(tài)上的“顯—隱”式分離,在表現(xiàn)形式上的“公—個(gè)”式分離。這種分離并非是知識(shí)本源性的分離,實(shí)質(zhì)是教學(xué)知識(shí)在生成與發(fā)展過(guò)程中的一種表象性分離,本研究揭示出表象性分離的問(wèn)題本質(zhì)：“研—教”式分離的人為性、“真—善”式分離的遮蔽性、“顯—隱”式分離的機(jī)械性和“公—個(gè)”式分離的虛假性。此問(wèn)題的解決指出了：教師教學(xué)知識(shí)的發(fā)展應(yīng)該摒棄分割、零碎的知識(shí)堆砌,避免與教師經(jīng)驗(yàn)、教師思維相距甚遠(yuǎn)的固定、單一的靜態(tài)發(fā)展,應(yīng)該走向“強(qiáng)調(diào)教育經(jīng)驗(yàn)的連結(jié),包括知識(shí)間的統(tǒng)整,經(jīng)驗(yàn)的統(tǒng)整,強(qiáng)調(diào)知識(shí)中相關(guān)因素的聯(lián)結(jié)”的統(tǒng)整發(fā)展。 2.教師教學(xué)知識(shí)的本體論探析 本研究認(rèn)為,教學(xué)知識(shí)是指“關(guān)于教學(xué)活動(dòng)的知識(shí)”,并以教學(xué)活動(dòng)的空間要素為分類維度,將教師教學(xué)知識(shí)分為五個(gè)方面：①為什么教學(xué)——意義性知識(shí)；②教學(xué)什么——本體性知識(shí)；③誰(shuí)教學(xué)誰(shuí)——主體性知識(shí)；④怎樣教學(xué)——策略性知識(shí)；⑤教學(xué)得怎么樣——評(píng)價(jià)性知識(shí)。在教學(xué)知識(shí)系統(tǒng)里,五類教學(xué)知識(shí)是一個(gè)不可分割的整體,各種知識(shí)成分不是簡(jiǎn)單的累積與疊加,而是以實(shí)踐為載體互為影響,互為基礎(chǔ),融合在一起而形成一體化的知識(shí)、信念、技能與策略等的總和,是多元性與整合性的統(tǒng)一。且各類教學(xué)知識(shí)均以不同的形態(tài)存在,理論形態(tài)與實(shí)踐形態(tài)并存,公共形態(tài)與個(gè)體形態(tài)兼有,外顯形態(tài)和內(nèi)隱形態(tài)同在。 3.教師教學(xué)知識(shí)的統(tǒng)整模型建構(gòu) 教師教學(xué)知識(shí)的統(tǒng)整,是指將分離的、斷裂的不同類別和不同形態(tài)的教學(xué)知識(shí),依據(jù)某種原則加以組織、轉(zhuǎn)換與整合,使教師教學(xué)知識(shí)結(jié)構(gòu)化和整體化。其精髓在于教學(xué)知識(shí)在形式與實(shí)質(zhì)上的“統(tǒng)整”,教學(xué)知識(shí)在內(nèi)容和結(jié)構(gòu)上的“統(tǒng)整”,通過(guò)形式上的“統(tǒng)”達(dá)成實(shí)質(zhì)上的“整”,通過(guò)內(nèi)容上的“統(tǒng)”達(dá)成結(jié)構(gòu)上的“整”,使之形成一個(gè)前后銜接、相互轉(zhuǎn)化、自成一體的知識(shí)系統(tǒng),發(fā)揮教學(xué)知識(shí)系統(tǒng)的整體效能和實(shí)現(xiàn)價(jià)值的最大化。因而,本研究基于意義性知識(shí)、本體性知識(shí)、主體性知識(shí)、策略性知識(shí)和評(píng)價(jià)性知識(shí)五類教學(xué)知識(shí)的內(nèi)在邏輯,又考慮各類教學(xué)知識(shí)不同的存在形態(tài),理論形態(tài)和實(shí)踐形態(tài)、公共形態(tài)和個(gè)體知識(shí)、外顯形態(tài)和內(nèi)隱形態(tài)的相互關(guān)聯(lián),建構(gòu)了“5-2”轉(zhuǎn)化式統(tǒng)整模型。此模型明確地呈現(xiàn)出教師教學(xué)知識(shí)生成、發(fā)展、統(tǒng)整的可能任務(wù),展現(xiàn)了5類教學(xué)知識(shí)在2類形態(tài)中不斷進(jìn)行轉(zhuǎn)化,從而最終達(dá)成統(tǒng)整目的的過(guò)程。 4.教師教學(xué)知識(shí)的統(tǒng)整機(jī)制探析 本研究以知識(shí)結(jié)構(gòu)中最小的獨(dú)立單元——知識(shí)元作為知識(shí)輸入的基本內(nèi)容,將按一定的關(guān)系排列組合在一起的知識(shí)元所形成的知識(shí)簇作為知識(shí)組織的對(duì)象,以在知識(shí)元與知識(shí)元之間、知識(shí)簇與知識(shí)簇之間、知識(shí)元與知識(shí)簇之間的流轉(zhuǎn)變化所形成的知識(shí)流作為知識(shí)輸出的對(duì)象,依據(jù)各類教學(xué)知識(shí)不同的屬性,構(gòu)建形成了“元-簇-流”三態(tài)統(tǒng)整機(jī)制。意義性知識(shí)強(qiáng)調(diào)：知識(shí)元輸入體現(xiàn)領(lǐng)悟化,知識(shí)簇組織體現(xiàn)整合化,知識(shí)流輸出體現(xiàn)滲透性；本體性知識(shí)強(qiáng)調(diào)：知識(shí)元輸入體現(xiàn)聯(lián)結(jié)化,知識(shí)簇組織體現(xiàn)網(wǎng)絡(luò)化,知識(shí)流輸出體現(xiàn)轉(zhuǎn)化性；主體性知識(shí)強(qiáng)調(diào)：知識(shí)元輸入體現(xiàn)反身化,知識(shí)簇組織體現(xiàn)反思化,知識(shí)流輸出體現(xiàn)差異性；策略性知識(shí)強(qiáng)調(diào)：知識(shí)元輸入體現(xiàn)切身化,知識(shí)簇組織體現(xiàn)結(jié)構(gòu)化,知識(shí)流輸出體現(xiàn)情境性；評(píng)價(jià)性知識(shí)強(qiáng)調(diào)：知識(shí)元輸入體現(xiàn)體悟化,知識(shí)簇組織體現(xiàn)動(dòng)態(tài)化,知識(shí)流輸出體現(xiàn)多元性。 5.教師教學(xué)知識(shí)的統(tǒng)整路徑構(gòu)建 對(duì)于教學(xué)知識(shí)的生成來(lái)說(shuō),“任教后從理論性書籍或者報(bào)刊雜志中”、“對(duì)課程標(biāo)準(zhǔn)、教學(xué)參考用書以及教材的解讀”、“對(duì)同事課堂的觀察與思考”、“與同事之間的日常交流”、“在教研組或教師共同體中的研討”、“日常教學(xué)后的自我總結(jié)和自我反思”和“對(duì)名師課堂的觀察與模仿”等是最重要的路徑；“學(xué)生時(shí)代對(duì)教師的觀察與思考”、“學(xué)生時(shí)代從書本上所學(xué)的理論”和“從學(xué)生那里”是最不重要的路徑�；诖�,便演繹出教師教學(xué)知識(shí)的“五化五徑”統(tǒng)整路徑：在聯(lián)結(jié)化學(xué)習(xí)中領(lǐng)悟式統(tǒng)整、在切身化解讀中脈絡(luò)式統(tǒng)整、在互動(dòng)化交流中轉(zhuǎn)化式統(tǒng)整、在反思化組織中網(wǎng)絡(luò)式統(tǒng)整、在實(shí)踐化輸出中體悟式統(tǒng)整。 6.教師教學(xué)知識(shí)的統(tǒng)整策略開發(fā) 依據(jù)本研究所建構(gòu)的統(tǒng)整模型、統(tǒng)整機(jī)制等,在具象化教師教學(xué)知識(shí)統(tǒng)整路徑的基礎(chǔ)上,開發(fā)了兩個(gè)層面的統(tǒng)整策略,一個(gè)層面著力于從教師教育課程的統(tǒng)整設(shè)計(jì)入手,一個(gè)層面著力于從教師教學(xué)知識(shí)統(tǒng)整的精加工策略,兩個(gè)層面一個(gè)整體一個(gè)局部共同發(fā)力于教師教學(xué)知識(shí)的統(tǒng)整,即“雙層共力”式統(tǒng)整策略。 7.教師教學(xué)知識(shí)統(tǒng)整的實(shí)踐論證 通過(guò)為期一學(xué)年的教師教學(xué)知識(shí)統(tǒng)整實(shí)驗(yàn)研究,得到以下結(jié)論：①教師教學(xué)知識(shí)統(tǒng)整實(shí)驗(yàn)研究能促進(jìn)教師對(duì)理論性教學(xué)知識(shí)與實(shí)踐性教學(xué)知識(shí)、公共性教學(xué)知識(shí)與個(gè)體性教學(xué)知識(shí)、外顯性教學(xué)知識(shí)與內(nèi)隱性教學(xué)知識(shí)之間的關(guān)系的正確認(rèn)知,能促進(jìn)教師對(duì)意義性知識(shí)、本體性知識(shí)、主體性知識(shí)、策略性知識(shí)和評(píng)價(jià)性知識(shí)各類教學(xué)知識(shí)之間的關(guān)系的正確認(rèn)知：②教師教學(xué)知識(shí)統(tǒng)整實(shí)驗(yàn)研究能幫助教師養(yǎng)成樂(lè)于對(duì)理論性教學(xué)知識(shí)與實(shí)踐性教學(xué)知識(shí)、公共性教學(xué)知識(shí)與個(gè)體性教學(xué)知識(shí)、外顯性教學(xué)知識(shí)與內(nèi)隱性教學(xué)知識(shí)之間進(jìn)行統(tǒng)整的意識(shí)與習(xí)慣：能幫助教師養(yǎng)成樂(lè)于對(duì)意義性知識(shí)、本體性知識(shí)、主體性知識(shí)、策略性知識(shí)和評(píng)價(jià)性知識(shí)等各類教學(xué)知識(shí)之間進(jìn)行統(tǒng)整的意識(shí)與習(xí)慣；③教師教學(xué)知識(shí)統(tǒng)整實(shí)驗(yàn)研究能幫助教師習(xí)得對(duì)理論性教學(xué)知識(shí)與實(shí)踐性教學(xué)知識(shí)、公共性教學(xué)知識(shí)與個(gè)體性教學(xué)知識(shí)、外顯性教學(xué)知識(shí)與內(nèi)隱性教學(xué)知識(shí)之間進(jìn)行統(tǒng)整的方法,并能促進(jìn)不同水平的教師對(duì)各種形態(tài)的知識(shí)進(jìn)行不同程度的統(tǒng)整,能幫助教師習(xí)得對(duì)意義性知識(shí)、本體性知識(shí)、主體性知識(shí)、策略性知識(shí)和評(píng)價(jià)性知識(shí)等各類教學(xué)知識(shí)之間進(jìn)行統(tǒng)整的方法,并能促進(jìn)不同水平的教師對(duì)各種形態(tài)的知識(shí)進(jìn)行不同程度的統(tǒng)整。 總之,本研究基于多種研究方法,提出并驗(yàn)證教學(xué)知識(shí)的“五分法”分類形態(tài),建構(gòu)了教師教學(xué)知識(shí)“5-2”轉(zhuǎn)化式統(tǒng)整模型,構(gòu)建了教師教學(xué)知識(shí)“元-簇-流”三態(tài)統(tǒng)整機(jī)制,開發(fā)了教師教學(xué)知識(shí)“雙層共力”式統(tǒng)整策略,開拓了教師教學(xué)知識(shí)發(fā)展研究的新視角。這些理論觀點(diǎn),為幫助教師發(fā)展教學(xué)知識(shí)提高教學(xué)能力提供了思路,并且指出了教師教學(xué)知識(shí)發(fā)展的路徑,為我國(guó)教師教學(xué)知識(shí)的理論研究提供一個(gè)新的視角,也對(duì)教師教學(xué)知識(shí)進(jìn)行了系統(tǒng)化研究,對(duì)指導(dǎo)和改善實(shí)踐中教師教學(xué)知識(shí)的發(fā)展和教學(xué)能力的提升具有一定的借鑒意義。
[Abstract]:The teacher is teaching knowledge as the specific teachers have knowledge about teaching activities. Teachers' teaching knowledge is the direct support for teachers to carry out teaching activities, teachers' knowledge integration of core competence has significant direct positive correlation. The degree of knowledge integration is the core and key of teachers' teaching ability, teachers have the the whole teaching knowledge and excellent knowledge structure is helpful to enhance the teaching ability of teachers. Based on this, this study focused on the problem of teachers' teaching knowledge, specifically on four issues: the problem why the study of teachers' teaching knowledge? Teaching knowledge integration in the end should integrate what knowledge? How should the teachers'pedagogical knowledge integrate? How does the teachers'integrate pedagogical knowledge integrate? The first question is the premise question, the second question is the noumenon problem, third The problem is strategic problem. The fourth problem is verifying problem. In order to answer these questions, the following research is carried out by means of literature analysis, investigation and experimental research.
The separation and essence of 1. teachers' teaching knowledge
The county of Chongqing City, and carried out a questionnaire survey of 315 teachers in three rural areas in 7 schools, this study suggests that teachers' knowledge exists "separation" problem, separation in creation on the subject "Research - Teaching" type separation, the value of the pursuit of "true good" type separation and in the presence of morphologically "explicit implicit" separation, in the form of "a" type of separation. This separation is not the separation of the source of the knowledge, the essence is a kind of representation of knowledge in the teaching process of the formation and development of the separation, this research reveals the essence of image separation "Research - teaching human" separation, "shelter - really good" separation, "explicit implicit" separation of mechanical and "a" type separation false. To solve this problem is pointed out: the development of teachers' teaching knowledge should abandon the segmentation Piecemeal knowledge, avoiding static and static development that is far from teachers' experience and teachers' thinking, should go to "emphasize the links of educational experience, including integration of knowledge, integration of experience and emphasis on the integration and development of related factors in knowledge".
The ontological analysis of 2. teachers' teaching knowledge
This study suggests that teaching knowledge is the knowledge about teaching activities, and to the space factor of the teaching activities for the dimension of classification, will be teaching knowledge is divided into five aspects: why teaching -- the meaning of knowledge; teaching what -- ontology of knowledge; the teaching of subject who who the knowledge; how teaching of strategic knowledge; the teaching evaluation of how knowledge. Knowledge in the teaching system, five kinds of teaching knowledge is an indivisible whole, all kinds of knowledge elements is not simple piling up, but in practice as the carrier of mutual influence, mutual basis, together formed the integration of knowledge, belief, sum of skills and strategies, is the unity of diversity and integrity. And all kinds of teaching knowledge in different forms, both the appearance of theory and practice, and a public form The form of body is concurrently with the presence of explicit and implicit forms.
The integration model construction of 3. teachers' teaching knowledge
The whole system of teachers' teaching knowledge, refers to the separation of the fracture in different categories and different forms of teaching knowledge, on the basis of some principles of organization, transformation and integration, so that teachers knowledge structure and integration. Its essence lies in the teaching of knowledge in the form and essence of "integration", in the teaching content and knowledge the structure of the "integration", through the form of "unification" to reach the essence of the whole ", the content of the" unification "reached the structure of the" whole ", so as to form a cohesive, mutual transformation, self knowledge system into a whole, and achieve the overall efficiency of teaching knowledge system the value of the maximum. Therefore, this research is based on the meaning of knowledge, ontology knowledge, subject knowledge, strategic knowledge and evaluation of knowledge of five kinds of teaching knowledge of internal logic, and consider all kinds of knowledge in different existing forms, theoretical form And the practice form, public form and individual knowledge, explicit form and implicit form are related to each other, and build a "5-2" type conversion integration model. This model clearly shows the teachers' teaching knowledge generation, development, integration of the task may be, show the 5 kinds of teaching knowledge in 2 kinds of form continuously transformation to reach the objective of integration process.
An analysis of the integration mechanism of 4. teachers' teaching knowledge
The research on the knowledge structure of the smallest independent unit of knowledge element as the basic content of knowledge input, according to a certain relationship arrangement in the knowledge cluster knowledge element together formed as the object of knowledge organization, knowledge element and knowledge element in between, between knowledge cluster and knowledge clusters formed by circulation changes between knowledge and knowledge cluster knowledge flow as the object of knowledge output, according to different attributes of various teaching knowledge, construct "element cluster flow" three state integration mechanism. The meaning of knowledge: knowledge element input reflects the understanding that knowledge, cluster organization reflects the integration of knowledge flow output reflect the penetration the ontology of knowledge; knowledge element linking input reflected stressed, cluster organization embodies network knowledge, knowledge flow embodied output transform; subjectivity of knowledge: knowledge element input emphasizes the embodiment of anti body, knowledge group The fabric reflects the reflection of knowledge flow, output reflect differences; strategic knowledge emphasizes: knowledge element input reflects vital knowledge, reflect the cluster organization structured, knowledge flow output reflect the situation; evaluation of knowledge: knowledge element emphasizes the experience of knowledge input reflect, reflect the dynamic cluster organization, knowledge flow output reflect diversity.
The construction of 5. teachers' teaching knowledge
For the generation of teaching knowledge, teaching from theory books or newspapers and magazines "," the curriculum standard, textbooks and teaching reference book reading "," observation and thinking "to colleagues in class," the daily communication with colleagues, "study" in the teaching and research group or teachers in the community "after the daily teaching, self summary and self reflection" and "classroom observation and imitation of the teacher" is the most important path; "observation and Thinking on teacher student," the student learned from books on the theory of "and" from students "is the most important path. Based on this, we deduce the teacher's knowledge of the" five five path "integration path: in the connection of learning comprehension type integration, in the immediate context of interpretation in integration, transforming integration in interactive communication, net fabric in reflection group The collaterals are integrated and realized in practical output.
The development of 6. teachers' teaching knowledge
On the basis of the model developed by this study, the integration mechanism, based on the concrete teaching knowledge integration path, the integration strategy of the development of two levels, one level from the focus on teacher education curriculum integration design with a focus on the level of teaching knowledge system finishing the whole strategy from two aspects of Teachers, a whole part of a joint force integration in teaching knowledge, namely "double force" integration strategy.
The practical demonstration of the integration of 7. teachers' teaching knowledge
After a year of teaching knowledge integration research, obtained the following conclusions: 1. The whole experiment study of teachers' teaching knowledge system can promote the teachers to teaching theory knowledge and practice teaching of public knowledge, teaching knowledge and individual teaching knowledge, explicit teaching knowledge and correct understanding of relationship between knowledge and tacit knowledge teaching the teachers can promote the significance of knowledge, ontology knowledge, subject knowledge, correct understanding of the relationship between strategic knowledge and knowledge of teaching evaluation between all kinds of knowledge: a study of the whole experiment teaching can help the teachers to form a knowledge system of theoretical knowledge and teaching practice teaching knowledge, teaching knowledge and public individual teaching of knowledge, consciousness and habits of integration between explicit knowledge and tacit knowledge teaching: teaching can help the teachers to form the meaning of knowledge, The body of knowledge, subject knowledge, knowledge of teaching strategies between knowledge and evaluation of knowledge integration of all kinds of consciousness and habits; study the whole experiment teaching system can help teachers acquire knowledge of theoretical knowledge and teaching practice teaching knowledge, public knowledge and individual knowledge teaching teaching method, integration for explicit teaching knowledge and tacit Teaching knowledge, and can promote different levels of teachers' knowledge on various forms of integration in different degrees, can help teachers acquire meaning of knowledge, ontology knowledge, subject knowledge, knowledge of teaching strategies between knowledge and knowledge of evaluation method of system the whole, and can promote different levels of teachers' knowledge on various forms of integration in different degrees.
In conclusion, this study is based on a variety of research methods, proposed teaching knowledge of the "five parts" classification form, construction of teachers' teaching knowledge of "5-2" type conversion integration model, construction of teachers' teaching knowledge "element cluster flow" three state integration mechanism, the development of teachers' teaching knowledge "is a double decker force" integration strategy, open up a new perspective of teaching knowledge development of teachers. The theory provides a way to help teachers develop teaching knowledge and improve teaching ability, and points out the path of teachers' teaching knowledge development, provide a new perspective for the theoretical study of teaching knowledge of teachers in our country, also carried out systematic research on Teachers' teaching knowledge, has a certain significance to guide and improve teachers'pedagogical knowledge in the practice of the development and the improvement of teaching ability.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G424

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本文編號(hào)：1423419