【摘要】：筆者認(rèn)為，教師的專業(yè)成長，其最重要的核心內(nèi)容就是教師實(shí)踐性知識的發(fā)展。作為教師職業(yè)生涯的重要起步階段，高等師范院校的職前教師教育課程也應(yīng)承擔(dān)起促進(jìn)師范生教師實(shí)踐性知識發(fā)展的任務(wù)。而教育實(shí)習(xí)是國內(nèi)高等師范院校教師教育課程中的重要環(huán)節(jié)，是師范生首次將所學(xué)的理論知識應(yīng)用于具體教學(xué)實(shí)踐的過程，也是職前教師在實(shí)踐中發(fā)展的重要開端。那么，在教育實(shí)習(xí)過程中師范生的教師實(shí)踐性知識是否有所發(fā)展？其發(fā)展變化的過程是怎樣的？影響因素有哪些？這對我國高等師范院校職前教師教育有何啟示？這正是本研究所關(guān)注的問題。 筆者在整理和分析了國內(nèi)相關(guān)文獻(xiàn)后發(fā)現(xiàn)，目前國內(nèi)關(guān)于實(shí)習(xí)期間外語教師實(shí)踐性知識發(fā)展的研究還很缺乏。因而，本研究采用個案研究的策略、敘事探究的方法，根據(jù)陳向明（2011）提出的教師實(shí)踐性知識分析框架，對H師大外國語學(xué)院一名英語師范生吳老師的教師實(shí)踐性知識進(jìn)行了探究，試圖通過敘述和分析吳老師的成長故事和實(shí)習(xí)故事，揭示出其教師實(shí)踐性知識發(fā)展的內(nèi)容、形式和影響因素，并總結(jié)出吳老師實(shí)習(xí)期間教師實(shí)踐性知識的發(fā)展過程和特點(diǎn)。結(jié)果顯示，吳老師在教育實(shí)習(xí)前就具備了一些關(guān)于教育教學(xué)實(shí)踐的知識，影響因素主要是家庭環(huán)境、個人教育經(jīng)歷、個人實(shí)踐經(jīng)歷等；實(shí)習(xí)期間吳教師的教師實(shí)踐性知識的發(fā)展主要集中在關(guān)于科目的知識、關(guān)于學(xué)生的知識、關(guān)于情境的知識和關(guān)于自我的知識四個方面；發(fā)展形式主要是新知識的增加和對已有知識的強(qiáng)化；影響因素主要有導(dǎo)師指導(dǎo)、小組討論、個人觀察和個人反思等。本研究的創(chuàng)新之處在于，對教師實(shí)踐性知識的發(fā)展過程進(jìn)行了總結(jié)和概括，即在一定的問題情境下，，借助集體互動和個人反思加深對問題的認(rèn)識、制定應(yīng)對策略、并在反思性實(shí)踐中增加新知識和強(qiáng)化已有知識的過程。 本研究對教師專業(yè)成長，特別是職前教師實(shí)習(xí)期間的專業(yè)成長有一定的啟示意義，職前教師實(shí)習(xí)期間的專業(yè)成長需要在指導(dǎo)老師的全程指導(dǎo)下，在具體的問題情境中運(yùn)用已有的知識進(jìn)行個人實(shí)踐，并對個人實(shí)踐過程進(jìn)行自我反思，從而促進(jìn)其教師實(shí)踐性知識的發(fā)展。
[Abstract]:The author thinks that the development of teachers' practical knowledge is the most important core content of teachers' professional growth. As an important starting stage of teachers' career, the pre-service teacher education curriculum in normal colleges should also take on the task of promoting the development of teachers' practical knowledge. The practice of education is an important link in the teacher education curriculum of teachers colleges and universities in China. It is the process of applying the theoretical knowledge learned by normal college students to the practical teaching for the first time. It is also an important beginning of the development of pre-service teachers in practice. So, in the process of teaching practice, teachers' practical knowledge of students has developed? What is the process of its development? What are the influencing factors? What enlightenment does this have to the pre-service teacher education in normal colleges and universities in China? This is exactly the concern of this study. After analyzing the relevant literature in China, the author finds that there is still a lack of research on the practical knowledge development of foreign language teachers in China. Therefore, this study adopts the strategy of case study and the method of narrative inquiry, according to the framework of teacher practical knowledge analysis proposed by Chen Xiangming (2011). This paper probes into the teacher's practical knowledge of Wu, an English teacher in Foreign language College of H normal University, and tries to reveal the content of the development of teacher's practical knowledge by narrating and analyzing teacher Wu's growth story and practice story. Form and influencing factors, and summarize the development process and characteristics of teacher's practical knowledge during the period of Wu's practice. The results show that teacher Wu had some knowledge about teaching practice before he was in practice. The main influencing factors were family environment, personal education experience, personal practical experience and so on. During the practice period, the development of teacher's practical knowledge of Wu mainly focuses on four aspects: knowledge about subjects, knowledge about students, knowledge about situation and knowledge about self. The main forms of development are the increase of new knowledge and the reinforcement of existing knowledge, and the influencing factors are tutors, group discussions, personal observation and personal reflection. The innovation of this study lies in the summary and summary of the development process of teachers' practical knowledge, that is, in a certain problem situation, with the help of collective interaction and individual reflection to deepen the understanding of the problem, to formulate coping strategies. And to add new knowledge and strengthen the process of existing knowledge in reflective practice. This research has some enlightening significance to the professional growth of teachers, especially during the practice of pre-service teachers. The professional growth of pre-service teachers needs to be guided by the guidance of the whole process. In the concrete problem situation, the existing knowledge is used to carry on the personal practice, and the self-reflection on the process of the individual practice, so as to promote the development of the teachers' practical knowledge.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G652.4

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