本文關(guān)鍵詞：師范生實踐性知識生成的個案研究　出處：《浙江師范大學》2013年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 師范生 教育實習 教師實踐性知識 生成機制

【摘要】：教師實踐性知識是教師專業(yè)成長過程中生成發(fā)展的一種特殊的知識形態(tài)。隨著教師研究轉(zhuǎn)向?qū)處煕Q策與教師思維的關(guān)注,教師個體理論研究的興起,教師實踐性知識研究已成為研究者關(guān)注的熱點,認識到教師實踐性知識在教師專業(yè)成長中的重要性。但是已有研究成果多針對在職教師,很少涉及師范生,而師范生在職前教師教育階段如何生成發(fā)展自己的實踐性知識有待研究解決,師范生的教育實習是教師教育培養(yǎng)的重要環(huán)節(jié),也是實踐性知識生成的關(guān)鍵課程。因此,本研究針對師范生教育實習前后實踐性知識的生成進行探究,以期為改進當前教師教育提供一些可資借鑒的知識基礎(chǔ)。 本研究采取個案研究的策略,運用訪談、觀察、錄像分析和文件分析等方法收集研究數(shù)據(jù),擬探究以下四個問題： 1.教育實習前,師范生生成了哪些實踐性知識? 2.教育實習前,哪些因素形塑了師范生的實踐性知識? 3.教育實習過程中,師范生的實踐性知識發(fā)生了怎樣的變化? 4.教育實習過程中,什么因素影響了師范生實踐性知識的變化? 經(jīng)過近兩年時間的探究,研究發(fā)現(xiàn)：師范生實踐性知識的生成因教育實習的特殊影響而區(qū)分為實習前與實習中兩個階段,前后階段師范生實踐性知識的生成有明顯的不同；師范生教育實習之前所生成的意象,在實習中得以保持并進一步強化,以意象為核心的關(guān)于信念的知識對其它實踐性知識起支配作用；師范生實踐性知識的結(jié)構(gòu)從抽象到具體可以分為意象、實踐原則和實踐規(guī)則,由意象所導(dǎo)引而生成的實踐原則和實踐規(guī)則會視情境的不同而作調(diào)整；師范生教育實習中的實踐性知識相比實習前有明顯的增加,但部分實踐性知識因教育情境因素的影響也會停滯或倒退；影響師范生實踐性知識生成的因素可以分為個人方面、情境方面和其它方面三類,實習前后階段的影響因素有所差異,但情境方面的指導(dǎo)老師和個人方面的教學反思是最主要的影響因素；師范生實踐性知識的生成是師范生通過個人親自的實踐嘗試和確證,或通過替代性經(jīng)驗的觀摩,經(jīng)由對教育教學經(jīng)驗的反思,在實踐中持續(xù)建構(gòu)與修正而生成的。 研究建議,針對師范生而言,應(yīng)提高自我反思能力來促進實踐性知識的生成；應(yīng)強化以先進教育理念來開展教育教學的信念；應(yīng)營造真實的課堂試講環(huán)境來促進實踐性知識的生成。針對教師教育機構(gòu)而言,應(yīng)開設(shè)適當課程,幫助師范生反思其現(xiàn)有意象；應(yīng)變革教學方式,加強實踐規(guī)則的教學；應(yīng)加強實習指導(dǎo),讓師范生讀懂指導(dǎo)老師授課背后的理念；應(yīng)改進實習現(xiàn)狀,讓師范生多次長時間接觸實習場景。
[Abstract]:Teachers' practical knowledge is a kind of special knowledge form of teachers' professional development in the process of growing up. With the teachers of teachers and teachers to study decision-making thinking about the rise of individual teachers of theoretical research, the research of teachers' practical knowledge has become a hot point for researchers, recognizing the practical knowledge of teachers in the professional growth of teachers the importance of the existing research results. But for many teachers, rarely involved in college students, and students of teacher education development stage how to generate the study and solve practical knowledge to their students, educational practice is an important link of education and training of teachers, but also the practical key course of knowledge generation. Therefore, this study to explore the education practice and practical knowledge generation, in order to improve the current teacher education to provide some reference knowledge base The foundation.
This research adopts the case study method, through interviews, observation, video analysis and document analysis method to collect data. The research intends to explore the following four questions:
1. education before practice, students generate what practical knowledge?
2. education before practice, practical knowledge of the factors which shape the students?
3. in practice, what happens to the practical knowledge of normal school students?
4. in practice, what factors affect the normal students' practical knowledge of change?
After nearly two years of exploration, the study found that the normal students' practical knowledge generation effect due to special education practice is divided into two stages: before practice and practice, the stage before and after the normal students practical knowledge generation are significantly different; normal students' education practice before the generated image is maintained and further strengthened in practice, a dominant role in the image as the core on the belief in the knowledge of other practical knowledge; normal students practical knowledge structure from the abstract to the concrete can be divided into image, principle of practice and practice, guided by the image and practice principles and practice of rule generation will be different for the situation adjustment; practical knowledge of the education practice in practice has increased significantly, but some practical knowledge of education due to the impact of situational factors will affect the normal stagnation or retrogression; Students practice factors of knowledge generation can be divided into individual situations, and other aspects of three kinds of factors affecting the practice stages vary, but the teacher teaching reflection and personal contexts is the main influence factors; student teachers' practical knowledge is generated by the normal person practice and confirmation, or by observing the vicarious experience, through Reflection on education and teaching experience, in the practice of continuous construction and modification of generation.
Research suggests that, for normal students, we should improve the capacity of self reflection to promote the practice of knowledge generation; should be established with advanced education ideas to carry out education and teaching beliefs; classroom teaching should create a real environment to promote the formation of practical knowledge. In view of teacher education institutions should set up the appropriate curriculum, help students to reflect on the existing image; should change teaching methods, strengthening the practice of teaching the rules; we should strengthen the guidance of practice, let the students understand the teacher teaching idea behind; should improve the practice situation, allowing students to practice repeatedly for a long time to contact the scene.

【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G652

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