本文選題：小學(xué)教師 + 教學(xué)經(jīng)驗(yàn)�。� 參考：《江南大學(xué)》2017年碩士論文

【摘要】：隨著課程變革的深入,教師專業(yè)發(fā)展逐漸由“外鑠”式轉(zhuǎn)變?yōu)椤皟?nèi)生”式,不同于過去那種基于外在要求的、帶有“他者強(qiáng)加”的被動(dòng)發(fā)展方式,如今教師的專業(yè)發(fā)展更提倡教師關(guān)注自身發(fā)展實(shí)際的、自內(nèi)而外的主動(dòng)發(fā)展方式。教學(xué)生活既是教師陪伴、推動(dòng)學(xué)生成長的過程,也是教師專業(yè)發(fā)展的過程。教學(xué)經(jīng)驗(yàn)則是教師沉浸教學(xué)生活的智慧結(jié)晶�？梢哉f,教學(xué)經(jīng)驗(yàn)是教師專業(yè)發(fā)展的出發(fā)點(diǎn)和落腳點(diǎn),教學(xué)經(jīng)驗(yàn)及其加工蘊(yùn)藏著教師專業(yè)發(fā)展的秘密。這些年來,教學(xué)經(jīng)驗(yàn)研究已成為不少研究者和廣大教師關(guān)注的論域。然而,查閱國內(nèi)關(guān)于教學(xué)經(jīng)驗(yàn)研究的文獻(xiàn),關(guān)注的焦點(diǎn)在于將教學(xué)經(jīng)驗(yàn)視為靜態(tài)的學(xué)習(xí)資源或已完成的知識(shí),教學(xué)經(jīng)驗(yàn)的改造與重組仍是一個(gè)亟待解決的、關(guān)系到教師專業(yè)發(fā)展水平與成敗的重要論題。而研究者的使命不是拼命追趕那些站在教學(xué)實(shí)踐頂端的優(yōu)秀教師,而是對(duì)那些每天奮斗在混亂與困惑中的絕大多數(shù)教師予以幫助。因此,筆者站在教師個(gè)體自主發(fā)展的立場(chǎng)上,深入剖析當(dāng)下小學(xué)教師教學(xué)經(jīng)驗(yàn)的改造現(xiàn)狀,力圖為廣大小學(xué)教師提供教學(xué)經(jīng)驗(yàn)自我改造策略的參照,促進(jìn)他們的專業(yè)自主發(fā)展。首先,本研究在閱讀相關(guān)文獻(xiàn)的基礎(chǔ)上,梳理了教學(xué)經(jīng)驗(yàn)的相關(guān)研究現(xiàn)狀,澄清教學(xué)經(jīng)驗(yàn)具有顯著的主體性特征,教學(xué)經(jīng)驗(yàn)還具有情境性、具身性、內(nèi)隱性的屬性特征。在此基礎(chǔ)上重申了教學(xué)經(jīng)驗(yàn)自我改造對(duì)教師成長的價(jià)值。并以庫伯的“經(jīng)驗(yàn)學(xué)習(xí)圈”理論為基礎(chǔ),構(gòu)建了一個(gè)教師教學(xué)經(jīng)驗(yàn)自我改造模型,將改造教學(xué)經(jīng)驗(yàn)的過程分為四個(gè)階段,即教師對(duì)教學(xué)經(jīng)驗(yàn)的感知階段、教師對(duì)教學(xué)經(jīng)驗(yàn)的反思階段、教師對(duì)教學(xué)經(jīng)驗(yàn)的表達(dá)階段、教師基于已有教學(xué)經(jīng)驗(yàn)的實(shí)踐階段。教師的經(jīng)驗(yàn)改造過程是一個(gè)不完全平衡的螺旋上升的過程。其次,通過訪談、參與式觀察和問卷調(diào)查等方法,對(duì)小學(xué)教師教學(xué)經(jīng)驗(yàn)及其改造現(xiàn)狀進(jìn)行調(diào)查。研究發(fā)現(xiàn):小學(xué)教師的教學(xué)經(jīng)驗(yàn)自我改造能力處于一般水平,小學(xué)教師普遍缺乏教學(xué)經(jīng)驗(yàn)改造的自覺意識(shí)與改造方法。教師專業(yè)發(fā)展的主觀需求與主動(dòng)發(fā)展之間存在矛盾;教師對(duì)教學(xué)經(jīng)驗(yàn)意義的理解浮于表層;教師對(duì)教學(xué)經(jīng)驗(yàn)處于一種意識(shí)得到但難以捕捉的狀態(tài),具體表現(xiàn)為“混沌一團(tuán)”和“若即若離”;教師的教學(xué)經(jīng)驗(yàn)結(jié)構(gòu)自成體系,且處于一個(gè)穩(wěn)定的、封閉的狀態(tài)。最后,在分析調(diào)查問卷數(shù)據(jù)以及參與式觀察結(jié)果的基礎(chǔ)上,提出了小學(xué)教師教學(xué)經(jīng)驗(yàn)自我改造策略,具體包括:一、通過“陌生化”與“問題化”策略改善經(jīng)驗(yàn)主體與教學(xué)經(jīng)驗(yàn)之間的關(guān)系;二、通過閱讀與反思策略豐富和拓深教學(xué)經(jīng)驗(yàn)的意義;三、通過教育寫作、結(jié)合理論重構(gòu)教學(xué)經(jīng)驗(yàn)系統(tǒng);四、通過從“我”到“我們”的合作策略構(gòu)建開放、動(dòng)態(tài)的經(jīng)驗(yàn)系統(tǒng);五、通過必要的外部支持系統(tǒng)來幫助教師自主改造自己的教學(xué)經(jīng)驗(yàn)。
[Abstract]:With the deepening of curriculum reform, teachers' professional development has gradually changed from "external hearty" to "endogenous", which is different from the passive way of development based on external requirements and "imposed by others" in the past. Nowadays, teachers' professional development encourages teachers to pay more attention to their own development, from inside to outside. Teaching life is not only the process of teachers' accompanying and promoting students' growth, but also the process of teachers' professional development. Teaching experience is the crystallization of teachers' immersion in teaching life. It can be said that teaching experience is the starting point and foothold of teacher's professional development, and teaching experience and its processing contain the secret of teacher's professional development. Over the years, the study of teaching experience has become the focus of many researchers and teachers. However, by referring to the domestic literature on teaching experience research, the focus of attention is that teaching experience is regarded as a static learning resource or completed knowledge, and the transformation and reorganization of teaching experience is still an urgent task to be solved. Related to the level of professional development of teachers and success or failure of an important topic. The mission of the researchers is not to catch up with the excellent teachers who stand at the top of the teaching practice, but to help the vast majority of teachers who struggle in chaos and confusion every day. Therefore, on the stand of teachers' individual self-development, the author deeply analyzes the current situation of the transformation of primary school teachers' teaching experience, and tries hard to provide reference for the majority of primary school teachers to reform their own teaching experience strategies, and to promote their professional self-development. First of all, based on the reading of relevant literature, this study combed the research status quo of teaching experience, clarified that teaching experience has significant subjective characteristics, teaching experience also has the characteristics of situational, physical and implicit. On this basis, the author restates the value of self-transformation of teaching experience to the growth of teachers. On the basis of Cooper's theory of "experience learning circle", this paper constructs a model of self-transformation of teachers' teaching experience, and divides the process of transforming teaching experience into four stages, that is, the stage of teachers' perception of teaching experience. The stage of teachers' reflection on teaching experience, the stage of teachers' expression of teaching experience, and the stage of teachers' practice based on existing teaching experience. The process of teachers' experience transformation is an unbalanced spiral rising process. Secondly, by means of interviews, participatory observation and questionnaire survey, this paper investigates the teaching experience of primary school teachers and the status quo of their reform. It is found that the teaching experience self-transformation ability of primary school teachers is at the general level, and the primary school teachers generally lack the conscious consciousness and reform method of teaching experience transformation. There is a contradiction between the subjective needs of teachers' professional development and active development; teachers' understanding of the meaning of teaching experience is floating on the surface; teachers' understanding of teaching experience is in a state of awareness but difficult to capture. The teaching experience structure of teachers is a system, and it is in a stable and closed state. Finally, on the basis of analyzing the questionnaire data and the results of participatory observation, this paper puts forward the self-reform strategy of primary school teachers' teaching experience, which includes: 1. Improve the relationship between the experience subject and the teaching experience through the strategy of "strangeness" and "problem"; second, enrich and expand the significance of teaching experience through reading and reflection strategy; third, through educational writing, Combining with the theory, the author reconstructs the teaching experience system; fourth, constructs the open and dynamic experience system through the cooperation strategy from "I" to "us"; fifthly, helps the teachers to transform their own teaching experience independently through the necessary external support system.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G625.1

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