本文選題：現(xiàn)象學(xué) + 教師教育　； 參考：《河南大學(xué)》2013年碩士論文

【摘要】：實(shí)踐取向是教師教育的發(fā)展趨勢(shì)，對(duì)在職教師專(zhuān)業(yè)發(fā)展的提高具有重要的意義。教師的質(zhì)量決定著教育的質(zhì)量，而教育的差距則取決于教師的差距，教師隊(duì)伍的發(fā)展關(guān)系著教育的發(fā)展成敗，因此，教師教育的發(fā)展就顯得尤為迫切。近年來(lái)教師教育的發(fā)展規(guī)模日益壯大，但是在職教育重視理論、輕視實(shí)踐的弊端一直存在，雖然從以往的關(guān)注“教師”這個(gè)職業(yè)發(fā)展到對(duì)“教師”本身的關(guān)注，是一種人文精神的體現(xiàn)，但是將研究教師教育的理論和研究教師教育的實(shí)踐互相有機(jī)的結(jié)合才是一種進(jìn)步，只有理論指導(dǎo)了實(shí)踐的發(fā)生，實(shí)踐促進(jìn)了理論的升華，才能填充教育實(shí)踐輕于教育理論的缺憾。本文將從胡塞爾現(xiàn)象學(xué)的視角出發(fā)，論述教師教育實(shí)踐取向的重要性。 本文以胡塞爾現(xiàn)象學(xué)為理論基礎(chǔ)，運(yùn)用現(xiàn)象學(xué)中“懸置”、“生活世界”、“本真還原”等方法對(duì)教師教育展開(kāi)論述，采用文獻(xiàn)法、歷史分析法與比較法等研究方法進(jìn)行了文獻(xiàn)資料與信息的整理歸納。本文分為四個(gè)部分： 第一部分為理論基礎(chǔ)。從胡塞爾現(xiàn)象學(xué)的視角對(duì)實(shí)踐取向的教育、教師、教師教育進(jìn)行了再審視，在“面向事實(shí)本身”的“生活世界”中對(duì)教師教育進(jìn)行了本源追求。 第二部分為現(xiàn)實(shí)分析。通過(guò)對(duì)美國(guó)、英國(guó)、日本、法國(guó)、澳大利亞等國(guó)的教師教育發(fā)展模式的研究得出了教師教育以實(shí)踐為導(dǎo)向發(fā)展的新趨勢(shì)。 第三部分為意義價(jià)值。指出教師實(shí)踐是教師教育的核心，分析了影響教師教育走向?qū)嵺`取向的因素，，并從現(xiàn)象學(xué)的角度論述了教師教育以實(shí)踐為導(dǎo)向發(fā)展的意義與價(jià)值。 第四部分為反思和啟示。通過(guò)對(duì)我國(guó)教師教育發(fā)展模式的分析，總結(jié)我國(guó)教師教育“重理論、輕實(shí)踐”的弊端，以現(xiàn)象學(xué)“生活世界”、“本質(zhì)直觀”為理論依據(jù)，提出了以實(shí)踐為導(dǎo)向的教師教育發(fā)展的策略和形式。
[Abstract]:Practice orientation is the development trend of teacher education, which is of great significance to the improvement of the professional development of in-service teachers. The quality of teachers determines the quality of education, and the gap of education depends on the gap of teachers. The development of teachers' ranks is related to the success or failure of the development of education. Therefore, the development of teacher education is particularly urgent. In recent years, the development scale of teacher education has been growing, but in-service education has always attached importance to theory and despised practice, although the profession of "teacher" has developed from the previous concern to the concern of "teacher" itself. It is the embodiment of humanistic spirit, but the organic combination of the theory of studying teacher education and the practice of studying teacher education is a kind of progress. Only when theory guides the occurrence of practice, practice promotes the sublimation of theory. Only then can the educational practice be filled with the shortcoming that educational practice is less than educational theory. From the perspective of Husserl's phenomenology, this paper discusses the importance of teachers' educational practice orientation. Based on Husserl's phenomenology, this paper discusses teacher education by means of "suspended", "life world" and "true restoration" in phenomenology. The methods of historical analysis and comparison are summarized. This paper is divided into four parts: The first part is the theoretical basis. From the perspective of Husserl's phenomenology, the author reexamines the practical orientation of education, teachers' and teacher's education, and pursues the teacher's education in the "life world" which is oriented to the fact itself. The second part is the reality analysis. Through the research on the development model of teacher education in America, Britain, Japan, France, Australia and other countries, this paper draws a new trend of practice-oriented development of teacher education. The third part is the value of meaning. This paper points out that teacher practice is the core of teacher education, analyzes on the factors that influence the orientation of teacher education towards practice, and discusses the significance and value of teacher education developing in the direction of practice from the perspective of phenomenology. The fourth part is reflection and enlightenment. Based on the analysis of the development mode of teacher education in our country, this paper sums up the malpractice of "emphasizing theory rather than practice" in teacher education in our country, and takes the phenomenological "life world" and "essential intuition" as the theoretical basis. This paper puts forward the strategies and forms of the development of teachers' education based on practice.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G650

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前2條

1 駱t$;中美教師教育實(shí)踐課程比較研究[D];華東師范大學(xué);2009年

2 王萍;教育現(xiàn)象學(xué)方法及其應(yīng)用[D];河南大學(xué);2010年

本文編號(hào)：1847602