本文選題：教育實(shí)踐課程 + 教師實(shí)踐性知識��； 參考：《四川師范大學(xué)》2013年碩士論文

【摘要】：摘要：近年來,在教師專業(yè)化背景下,各國的教師教育課程都在發(fā)生深刻的變革,其中最令人關(guān)注的是教育實(shí)踐課程改革。我國的教育實(shí)踐課程也在課程內(nèi)容、形式、組織方式等各方面都在發(fā)生不斷的革新。本研究在教師實(shí)踐性知識視閾下對高師教育實(shí)踐課程的實(shí)施中存在的問題進(jìn)行了調(diào)查研究,對調(diào)查中發(fā)現(xiàn)的問題進(jìn)行了成因分析并提出了提高高師教育實(shí)踐課程實(shí)施效果的應(yīng)對策略。 研究過程中分析教師實(shí)踐性知識的內(nèi)涵與構(gòu)成、特征與來源及其生成機(jī)制,分析了高師教育實(shí)踐課程的內(nèi)涵與形式、目標(biāo)與內(nèi)容和特點(diǎn),探討了高師教育實(shí)踐課程實(shí)施中的師范生實(shí)踐性知識生成機(jī)制,并提出了教師實(shí)踐性知識視域下高師教育實(shí)踐課程的實(shí)施要求：重視師范生教育理念培養(yǎng)、重視師范生自我認(rèn)知、重視案例教學(xué)、提供充分的建構(gòu)時間并強(qiáng)化個體體驗(yàn)和反思、提供示范并對學(xué)習(xí)結(jié)果進(jìn)行及時反饋、進(jìn)行教育日志并進(jìn)行教育敘事研究。 以上述實(shí)施要求為基礎(chǔ)設(shè)計了調(diào)查問卷、訪談提綱和課堂觀察記錄表,隨機(jī)選擇已完成教育實(shí)踐課程學(xué)習(xí)的師范生和教育實(shí)踐課程指導(dǎo)教師作為調(diào)查對象展開調(diào)查研究。研究發(fā)現(xiàn),高師教育實(shí)踐課程實(shí)施中主要存在著忽視教育理念培養(yǎng)、師范生自我認(rèn)知不清晰、案例教學(xué)不到位、師范生個體體驗(yàn)和反思不夠深入、實(shí)踐建構(gòu)機(jī)會短缺、教學(xué)示范不到位、學(xué)習(xí)結(jié)果反饋不夠深入等問題。文章對上述問題進(jìn)行了成因分析,并提出了提高教育實(shí)踐課程實(shí)施效果的應(yīng)對策略：重視教育理念培養(yǎng)、加強(qiáng)師范生自我認(rèn)知、完善教育實(shí)踐課程教學(xué)模式、加強(qiáng)教育實(shí)踐基地建設(shè)與管理、加強(qiáng)指導(dǎo)教師隊伍建設(shè)和完善評價機(jī)制等。 通過對研究結(jié)果的分析發(fā)現(xiàn),高師教育實(shí)踐課程實(shí)施中存在的問題的根源在于高師院校理論課程和教育實(shí)踐課程相脫節(jié),教育實(shí)踐課程的安排與中小學(xué)的教育教學(xué)安排相脫節(jié)。主要表現(xiàn)為高師院校把主要精力放在理論課程的教學(xué)上而教育實(shí)踐課程課時不夠、生師比過大、指導(dǎo)教師經(jīng)驗(yàn)不足等；中小學(xué)的教育教學(xué)安排以“追求升學(xué)率”為導(dǎo)向,對師范生教育實(shí)踐課程的學(xué)習(xí)積極性不高,提供的教育實(shí)踐機(jī)會有限。因此,實(shí)現(xiàn)理論課程與實(shí)踐課程之間的整合,與中小學(xué)建立更加密切的合作關(guān)系成為高師院校提高教育實(shí)踐課程實(shí)施效果的重要要求。
[Abstract]:Absrtact: in recent years, under the background of teacher specialization, the curriculum of teacher education in various countries is undergoing profound changes, among which the reform of educational practice curriculum is the most concerned. The curriculum of educational practice in our country is constantly innovating in content, form, organization and so on. From the perspective of teachers' practical knowledge, this study investigates the problems existing in the implementation of the practical curriculum in teachers' education. This paper analyzes the causes of the problems found in the investigation and puts forward some countermeasures to improve the implementation effect of the practical curriculum in teachers' education. In the course of the research, the connotation and composition, the characteristics and the sources and the generating mechanism of the teachers' practical knowledge are analyzed. This paper analyzes on the connotation and form, objectives, contents and characteristics of the practical curriculum in normal education, and probes into the forming mechanism of the practical knowledge of the students in the implementation of the practical curriculum in normal education. It also puts forward the implementation requirements of teachers' practical education practice courses in the field of practical knowledge: attaching importance to the cultivation of educational concept, self-cognition, case teaching, providing adequate construction time and strengthening individual experience and reflection. Providing demonstration and timely feedback on learning results, carrying out educational log and educational narrative research. Based on the above implementation requirements, the questionnaire, interview outline and classroom observation form are designed. Random selection of normal school students who have completed the study of educational practice curriculum and the teachers of educational practice curriculum as the objects of investigation. It is found that in the implementation of the practical curriculum of normal education, the cultivation of educational concept is neglected, the self-cognition of normal school students is not clear, the case teaching is not in place, the individual experience and reflection of normal college students are not deep enough, and the opportunity of practice construction is short. The teaching demonstration is not in place, the learning result feedback is not deep enough and so on. This paper analyzes the causes of the above problems, and puts forward some countermeasures to improve the implementation effect of the educational practice curriculum: pay attention to the cultivation of educational concept, strengthen the self-cognition of normal school students, and perfect the teaching mode of educational practice curriculum. Strengthening the construction and management of the educational practice base, strengthening the construction of the teaching staff and perfecting the evaluation mechanism, etc. Through the analysis of the results of the research, it is found that, The root of the problems in the implementation of the educational practice curriculum in teachers colleges lies in the disconnection between the theoretical curriculum and the educational practice curriculum, and the disconnection between the arrangement of the educational practice curriculum and that of the primary and secondary schools. The main manifestation is that teachers colleges and universities focus on the teaching of theoretical courses, but not on the teaching of educational practice courses, the ratio of students to teachers is too large, the experience of guiding teachers is insufficient, and the educational and teaching arrangements in primary and secondary schools are guided by the "pursuit of the transition rate." The enthusiasm of teaching practice courses for normal students is not high, and the educational practice opportunities are limited. Therefore, to realize the integration between the theoretical curriculum and the practical curriculum, and to establish a closer cooperative relationship with the primary and secondary schools, has become an important requirement for improving the implementation effect of the educational practice curriculum in normal universities.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G652

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