本文選題：標(biāo)志性教學(xué)法 + 學(xué)科教學(xué)知識(shí)�。� 參考：《上海師范大學(xué)》2012年碩士論文

【摘要】：近年來，教師專業(yè)化在國(guó)內(nèi)的學(xué)術(shù)研究中得到愈來愈多的關(guān)注，由此對(duì)于與之相關(guān)的“標(biāo)志性教學(xué)法”及其對(duì)教師專業(yè)發(fā)展的作用的探討也受到了極大的關(guān)注。然而，從筆者目前掌握的文獻(xiàn)資料來看，關(guān)于教師教育領(lǐng)域“標(biāo)志性教學(xué)法”體系的理論研究卻相當(dāng)匱乏，大多數(shù)文章都只是僅僅隱約地提到，而談不上系統(tǒng)的理論研究。因此，對(duì)這一問題的深入研究具有極大的理論和現(xiàn)實(shí)意義。本研究試圖通過采用文獻(xiàn)研究、資料分析的方法對(duì)教師專業(yè)化、“標(biāo)志性教學(xué)法”的概念及特點(diǎn)，標(biāo)志性教學(xué)法的理論依據(jù)以及何為標(biāo)志性教學(xué)法的最佳實(shí)踐等問題進(jìn)行深入的考察與探討，加深人們對(duì)教師專業(yè)化的認(rèn)識(shí)，引發(fā)對(duì)“標(biāo)志性教學(xué)法”與學(xué)科教育知識(shí)等問題的思考，同時(shí)也給今后教師教育領(lǐng)域“標(biāo)志性教學(xué)法”的研究提供一定的借鑒與參考。 論文的研究?jī)?nèi)容共分為四個(gè)部分： 第一章緒論部分主要是關(guān)于問題的背景、意義與價(jià)值的呈現(xiàn)，，研究的目的的闡述、研究思路與方法的描述。 第二章是基于文獻(xiàn)的理論分析，包括“標(biāo)志性教學(xué)法”的概念，專業(yè)教育的概念，比較了可參考專業(yè)領(lǐng)域與準(zhǔn)專業(yè)領(lǐng)域的“標(biāo)志性教學(xué)法”，考察了“標(biāo)志性教學(xué)法”的特點(diǎn)以及對(duì)“標(biāo)志性教學(xué)法”在教師專業(yè)化的作用的分析。 第三章闡明了標(biāo)志性教學(xué)法的理論基石即教師學(xué)科教學(xué)知識(shí)PCK（Pedagogical Content Knowledge)。在該章節(jié)中系統(tǒng)地介紹了PCK的概念、相關(guān)的主要研究成果與理論，并且討論了教師學(xué)科教學(xué)知識(shí)與標(biāo)志性教學(xué)法之間的關(guān)系。通過標(biāo)志性教學(xué)法可幫助準(zhǔn)教師獲得PCK。 第四章主要是從理論與實(shí)踐層面對(duì)“標(biāo)志性教學(xué)法”進(jìn)行了詳細(xì)的分析與探討，逐一闡述了標(biāo)志性教學(xué)法所包含的具體表現(xiàn)形式，其中包括案例教學(xué)的緣起、概念、特點(diǎn)與挑戰(zhàn)；師徒制的概念、作用、價(jià)值等；以及行為研究與行為學(xué)習(xí)等內(nèi)容。并以教師學(xué)科教學(xué)知識(shí)（PCK)理論為基礎(chǔ)，解釋了教師教育領(lǐng)域“標(biāo)志性教學(xué)法”等概念的重要性，為“標(biāo)志性教學(xué)法”的研究提供一些思路。 結(jié)語(yǔ)部分則是簡(jiǎn)要總結(jié)了本研究的意義、價(jià)值以及今后的研究方向等內(nèi)容。
[Abstract]:In recent years, teachers' specialization has been paid more and more attention in the academic research in China, so the discussion on the "symbolic teaching method" and its role in teachers' professional development has also received great attention.However, according to the literature that the author has at present, the theoretical research on the "iconic teaching method" system in the field of teacher education is rather scarce, and most of the articles are only vaguely mentioned, not systematic theoretical research.Therefore, the in-depth study of this issue has great theoretical and practical significance.This research attempts to use the literature research, the data analysis method to professionalize the teacher, "the iconic teaching method" the concept and the characteristic,The theoretical basis of the symbolic teaching method and the best practice of the iconic teaching method are investigated and discussed in order to deepen people's understanding of the specialization of teachers.It also provides reference and reference for the future study of "symbolic teaching method" in the field of teacher education.The research content of the thesis is divided into four parts:The first chapter is mainly about the background of the problem, the presentation of significance and value, the purpose of the study, the description of research ideas and methods.The second chapter is based on the theoretical analysis of literature, including the concept of "iconic teaching method" and the concept of professional education.This paper investigates the characteristics of "iconic teaching method" and analyzes the role of "iconic teaching method" in teacher specialization.The third chapter expounds the theoretical foundation of the iconic teaching method, that is, PCK(Pedagogical Content knowledge.In this chapter, the concept of PCK, related main research results and theories are systematically introduced, and the relationship between teacher's teaching knowledge and symbolic teaching method is discussed.Through the symbolic teaching method can help the prospective teacher to obtain the PCK.The fourth chapter is mainly from the theoretical and practical aspects of the "iconic teaching method" detailed analysis and discussion, one by one elaborated the iconic teaching including the specific forms of expression, including the origin of case teaching, the concept.Characteristics and challenges; the concept, role, value of the master and apprenticeship system; and behavioral research and behavioral learning.Based on the theory of PCK, this paper explains the importance of the concept of "iconic teaching method" in the field of teacher education, and provides some ideas for the study of "iconic teaching method".The conclusion is a brief summary of the significance, value and future research direction of this study.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G652.4

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