本文選題：農(nóng)村 + 小學(xué)語文教師�。� 參考：《廣西師范大學(xué)》2015年碩士論文

【摘要】：教育的質(zhì)量往往與教師的質(zhì)量有著密切關(guān)聯(lián),教師要進(jìn)行教育教學(xué)活動(dòng),必定需要一定的知識(shí)基礎(chǔ)作為支撐,而這種知識(shí)基礎(chǔ)正是被許多研究者所認(rèn)同的教師實(shí)踐性知識(shí)。教師實(shí)踐性知識(shí)對(duì)教師專業(yè)發(fā)展和教師自我的成長具有重要作用。本研究認(rèn)為教師作為一種職業(yè),其所從事的工作常常與“教育”相連,因此本研究認(rèn)為采用“教育實(shí)踐性知識(shí)”這一說法更能突出教師職業(yè)的特征。根據(jù)已有研究的啟示,本文把教師的教育實(shí)踐性知識(shí)界定為：教師基于個(gè)人原有經(jīng)驗(yàn),并在教育教學(xué)的實(shí)踐中以不斷認(rèn)識(shí)、學(xué)習(xí)、體悟和反思的方式主動(dòng)建構(gòu)起來的動(dòng)態(tài)化的且?guī)в絮r明的“個(gè)性化”的知識(shí)體系。它主要來源于教師的教育教學(xué)實(shí)踐并最終服務(wù)于教育教學(xué)實(shí)踐,對(duì)教師的教育教學(xué)行為起著主導(dǎo)作用。本文把研究對(duì)象鎖定為農(nóng)村小學(xué)語文教師,并且主要采取文獻(xiàn)研究法和調(diào)查法,關(guān)注農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)的發(fā)展問題。關(guān)于農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)發(fā)展的問題,首先必須建構(gòu)起農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)的結(jié)構(gòu),本研究認(rèn)為小學(xué)語文學(xué)科內(nèi)容的建構(gòu)是基礎(chǔ),小學(xué)語文教師教學(xué)的反思性知識(shí)是核心,小學(xué)語文教師教學(xué)實(shí)踐是保障。學(xué)科內(nèi)容的建構(gòu)是學(xué)科教師進(jìn)行學(xué)科教學(xué)的首要條件,小學(xué)語文學(xué)科內(nèi)容的建構(gòu)是小學(xué)語文教師進(jìn)行教學(xué)的前提和基礎(chǔ)。小學(xué)語文教師教學(xué)的反思性知識(shí)是教師在對(duì)自己的教學(xué)進(jìn)行反思的過程中所總結(jié)、歸納得出來的知識(shí),它通常以經(jīng)驗(yàn)的形式存在于教師的頭腦中,是一種不可言傳的內(nèi)隱知識(shí),教學(xué)的反思性知識(shí)的積累能有效促進(jìn)教師思考教學(xué)背后的意義,是小學(xué)語文教育實(shí)踐性知識(shí)的核心。同時(shí),小學(xué)語文教師的教育實(shí)踐性知識(shí)是“從實(shí)踐中來,到實(shí)踐中去”,只有根植于教育教學(xué)的實(shí)踐,才能促進(jìn)這種知識(shí)顯性化,才能獲得教育實(shí)踐性知識(shí)發(fā)展的保障。關(guān)于農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)的特點(diǎn),本研究概括為：實(shí)踐性、個(gè)體性、情感性和人文性。教育實(shí)踐性知識(shí)是在教育教學(xué)的實(shí)踐中形成的,并最終服務(wù)于教育教學(xué)實(shí)踐,因此具有實(shí)踐性。教師在實(shí)踐中建構(gòu)起來的教育實(shí)踐性知識(shí)飽含著教師個(gè)體的認(rèn)識(shí)和體驗(yàn),這是誰都替代不了的,具有個(gè)體性的特征。小學(xué)語文教育教學(xué)飽含了教師個(gè)人的情感,教師在這種飽含了情感的小學(xué)語文教育教學(xué)實(shí)踐中所獲得的教育實(shí)踐性知識(shí)必定帶有情感性的特征。同時(shí),教育是富有人文性的,教育不僅要關(guān)注學(xué)生的智力發(fā)展,更要通過教育教學(xué)活動(dòng)培養(yǎng)學(xué)生的“善”性,發(fā)展學(xué)生健全的人格。語文學(xué)科的性質(zhì)也決定了小學(xué)語文教學(xué)的人文性,語文是工具性和人文性的統(tǒng)一,從教學(xué)的角度上來說,語文學(xué)科是人文性很強(qiáng)的學(xué)科,小學(xué)語文的教學(xué)也不可忽視人文性的特點(diǎn)。在這種富有人文性的教育教學(xué)中獲得的教育實(shí)踐性知識(shí)也帶有極強(qiáng)的人文性特征。為了更好地探討農(nóng)村小學(xué)語文教師實(shí)踐性知識(shí)發(fā)展的途徑,本研究在調(diào)查的基礎(chǔ)上試分析影響農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)形成的因素,發(fā)現(xiàn)這些影響因素主要有外部因素和教師自身的內(nèi)部因素。外部影響因素有社會(huì)氛圍、家庭因素、學(xué)校受教育的經(jīng)歷、職后學(xué)校氛圍以及職后的繼續(xù)教育經(jīng)歷。教師自身的因素包括教師個(gè)人的職業(yè)理想和職業(yè)動(dòng)機(jī)、原有的知識(shí)背景、自我反思的意識(shí)、自覺的理論學(xué)習(xí)和教師個(gè)人的人際交往。外部因素和教師自身的因素相互影響、相互制約。綜合影響農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)的影響因素,從教師教育實(shí)踐性知識(shí)的來源出發(fā),認(rèn)為農(nóng)村小學(xué)語文教師教育實(shí)踐性知識(shí)的發(fā)展需要多方努力。國家需要加大對(duì)農(nóng)村教育的政策支持和財(cái)政支持力度,促進(jìn)教育公平,并且要建構(gòu)和完善農(nóng)村小學(xué)語文教師培訓(xùn)體系。師范教育院校要合理設(shè)置課程結(jié)構(gòu),適當(dāng)增加實(shí)踐類課程的比重,教師入職后的學(xué)校要加強(qiáng)校本培訓(xùn)的作用。教師個(gè)人則可通過分析個(gè)人生活史、學(xué)會(huì)反思、注重理論閱讀、構(gòu)建教師學(xué)習(xí)共同體的方式來明晰、內(nèi)化、提升和發(fā)展教育實(shí)踐性知識(shí)。
[Abstract]:The quality of education is closely related to the quality of teachers. Teachers must need a certain knowledge base to carry out education and teaching activities. This knowledge base is the practical knowledge of teachers, which is recognized by many researchers. The practical knowledge of teachers plays an important role in the development of teachers' professional development and the growth of teachers' self. This study believes that the use of "educational practical knowledge" can highlight the characteristics of teachers' profession. According to the Enlightenment of existing research, this paper defines the practical knowledge of teachers as: teachers are based on the original individual classics. In the practice of education and teaching, in the practice of education and teaching, the dynamic and vivid "individualized" knowledge system has been actively constructed in the way of understanding, learning, understanding and reflection. It mainly comes from the teaching practice of teachers and ultimately serves the practice of education and teaching, and plays a leading role in the teaching behavior of teachers. The research object is locked into the rural primary school language teachers, and the literature research method and the investigation method are mainly adopted to pay attention to the development of the practical knowledge of the rural primary school language teachers. On the problem of the development of the practical knowledge of the rural primary school language teachers, the practical knowledge of the rural primary school language teachers must be built first. The construction of the subject content of primary school Chinese is the foundation, the reflective knowledge of the primary Chinese teachers teaching is the core, the teaching practice of the primary school Chinese teachers is the guarantee. The construction of the subject content is the primary condition for the subject teachers to carry on the subject teaching. The construction of the contents of primary school Chinese is the teaching of the primary Chinese teachers. Precondition and foundation. The reflective knowledge of the teaching of primary school language teachers is the knowledge that teachers have summed up in the process of reflection on their own teaching. It usually exists in the mind of teachers in the form of experience, which is an ineffable implicit knowledge, and the accumulation of reflective knowledge of teaching can effectively promote teachers' thinking. The meaning behind the teaching is the core of the practical knowledge of the primary school language education. At the same time, the practical knowledge of the primary language teachers is "from practice and in practice". Only in the practice of education and teaching can we promote this knowledge to be dominant and obtain the guarantee of the development of the practical knowledge of education. The characteristics of teaching practical knowledge are summarized in this study: practical, individualized, emotional and humanistic. The practical knowledge of education is formed in the practice of education and teaching, and ultimately serves the practice of education and teaching. Therefore, it is practical. The practical knowledge built by teachers in practice is full of teachers' individual. The knowledge and experience of the primary language education in primary school is full of personal feelings. The teaching practice of the teachers in this kind of primary language education and teaching practice must have emotional characteristics. At the same time, education is rich in humanity and education. We should not only pay attention to the development of the students' intelligence, but also cultivate the students' "good" nature through education and teaching activities, and develop students' sound personality. The nature of the language discipline also determines the humanities of the primary language teaching, the language is the unity of the tool and the humanities. From the angle of teaching, the subject of Chinese is a very strong humanities. The teaching of learning Chinese can not ignore the characteristics of humanism. The educational practical knowledge gained in this kind of humanistic education also has very strong humanistic characteristics. In order to better explore the way of the development of the practical knowledge of the rural primary school language teachers, this study tries to analyze the influence of the rural primary school language on the basis of the investigation. The factors of the formation of teachers' practical knowledge have found that these factors mainly include external factors and teachers' own internal factors. The external influence factors include social atmosphere, family factors, school experience, post job school atmosphere and post Vocational Continuing education experience. The teacher's own factors include the professional ideal of the teacher. And professional motivation, the original knowledge background, the consciousness of self reflection, self-conscious theoretical study and personal interpersonal communication. The external factors and teachers' own factors interact and restrict each other. The factors affecting the practical knowledge of the rural primary school language teachers, starting from the source of the practical knowledge of the teacher education, are considered as the factors affecting the practical knowledge of the rural primary school language teachers. The development of rural primary school language teachers' educational practical knowledge needs more and more efforts. The state needs to increase policy support and financial support for rural education, promote educational equity, and construct and improve the training system of primary school language teachers in rural areas. Teachers' colleges should set up the curriculum structure reasonably and increase the practical courses properly. In proportion, the school should strengthen the role of school-based training after the teachers' entry. The teachers can analyze the personal life history, learn to reflect, pay attention to the theoretical reading, and build the way of teachers' learning community to clarify, internalize, promote and develop the practical knowledge of education.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 萬文濤;;教師實(shí)踐性知識(shí)論綱[J];中小學(xué)教師培訓(xùn);2006年06期

2 吳泠;;教師實(shí)踐性知識(shí)的涵義[J];現(xiàn)代教育論叢;2006年06期

3 ;淺析教師實(shí)踐性知識(shí)研究中的幾個(gè)問題[J];中國電子教育;2006年01期

4 魏宏聚;;柯蘭迪寧實(shí)踐性知識(shí)觀中的“教師喻像”內(nèi)涵詮釋[J];教師教育研究;2006年03期

5 朱寧波;張麗;;國內(nèi)外教師實(shí)踐性知識(shí)研究述評(píng)[J];遼寧師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2007年03期

6 馮家貴;;試論校本教研與教師實(shí)踐性知識(shí)的提升[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2007年05期

7 楊柳;;教師實(shí)踐性知識(shí)新探[J];當(dāng)代教育論壇(校長教育研究);2007年11期

8 楊璐;;實(shí)踐性知識(shí):教師專業(yè)生活場(chǎng)景中的新視角[J];廣西青年干部學(xué)院學(xué)報(bào);2007年06期

9 劉東敏;田小杭;;教師實(shí)踐性知識(shí)獲取路徑的思考與探究[J];教師教育研究;2008年04期

10 王小軍;嚴(yán)淑琴;;教師實(shí)踐性知識(shí)研究[J];科教文匯(中旬刊);2008年12期

相關(guān)重要報(bào)紙文章 前10條

1 田寶宏　魏宏聚;淺析教師實(shí)踐性知識(shí)研究中的幾個(gè)問題[N];光明日?qǐng)?bào);2005年

2 泰州市第三高級(jí)中學(xué) 王加勇;教師實(shí)踐性知識(shí)的生成與發(fā)展[N];江蘇教育報(bào);2011年

3 丁麗云 田寶宏;略論教師實(shí)踐性知識(shí)提出的理論背景[N];光明日?qǐng)?bào);2006年

4 陳向明 北京大學(xué)教育學(xué)院;誰用誰知道?[N];中國社會(huì)科學(xué)報(bào);2009年

5 陳向明;教師如何創(chuàng)生自己獨(dú)特的知識(shí)[N];中國教育報(bào);2010年

6 東北師范大學(xué)教育學(xué)部副教授 楊進(jìn);教師發(fā)展：從“他域”到“個(gè)域”[N];中國教師報(bào);2014年

7 南通大學(xué)教育科學(xué)學(xué)院 張建平;生態(tài)化培養(yǎng)模式促進(jìn)教師專業(yè)發(fā)展[N];中國社會(huì)科學(xué)報(bào);2013年

8 王艷玲 云南師范大學(xué)教育科學(xué)與管理學(xué)院;教師的職業(yè)品性正在轉(zhuǎn)變[N];中國社會(huì)科學(xué)報(bào);2010年

9 首都師范大學(xué)教育技術(shù)系 王陸;緊貼教師教學(xué)實(shí)踐 促進(jìn)教師專業(yè)成長[N];中國教育報(bào);2006年

10 李建平;教師教研不能無土栽培[N];中國教育報(bào);2001年

相關(guān)博士學(xué)位論文 前6條

1 陳靜靜;教師實(shí)踐性知識(shí)及其生成機(jī)制研究[D];華東師范大學(xué);2009年

2 張立忠;課堂教學(xué)視域下的教師實(shí)踐性知識(shí)研究[D];東北師范大學(xué);2011年

3 姜美玲;教師實(shí)踐性知識(shí)研究[D];華東師范大學(xué);2006年

4 李利;職前教師實(shí)踐性知識(shí)發(fā)展研究[D];蘇州大學(xué);2012年

5 張立新;教師實(shí)踐性知識(shí)形成機(jī)制研究[D];上海師范大學(xué);2008年

6 程鳳農(nóng);教師實(shí)踐性知識(shí)管理研究[D];山東師范大學(xué);2014年

相關(guān)碩士學(xué)位論文 前10條

1 唐福華;課程實(shí)施中的教師實(shí)踐性知識(shí)研究[D];湖南科技大學(xué);2007年

2 徐立波;教師實(shí)踐性知識(shí)生成與發(fā)展研究[D];西北師范大學(xué);2009年

3 吳亞芬;職前教師實(shí)踐性知識(shí)培養(yǎng)研究[D];江西師范大學(xué);2009年

4 程勇;論教師實(shí)踐性知識(shí)管理[D];華東師范大學(xué);2010年

5 謝慧;職前教師實(shí)踐性知識(shí)的發(fā)展途徑研究[D];東北師范大學(xué);2011年

6 郭蓉;教師實(shí)踐性知識(shí)傳遞研究[D];河北師范大學(xué);2012年

7 李曾;教師實(shí)踐性知識(shí)生成的條件及對(duì)策研究[D];沈陽師范大學(xué);2013年

8 趙寅龍;教師實(shí)踐性知識(shí)生成機(jī)制[D];首都師范大學(xué);2013年

9 陳飛;教師實(shí)踐性知識(shí)及其實(shí)際生成的分析與思考[D];廣西師范大學(xué);2014年

10 王麗盈;H大學(xué)師范生實(shí)踐性知識(shí)形成的調(diào)查研究[D];華東師范大學(xué);2015年

，

本文編號(hào)：1926711