本文關(guān)鍵詞：職前幼兒教師實踐性知識的發(fā)展:現(xiàn)狀、影響因素及教育建議　出處：《教育研究與實驗》2017年02期 　論文類型：期刊論文

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【摘要】：通過訪談和開放式問卷確定了職前幼兒教師實踐性知識的基本結(jié)構(gòu):關(guān)于自我認知的實踐性知識、幼兒一日生活組織的實踐性知識、幼兒發(fā)展的實踐性知識、幼兒研究的實踐性知識和環(huán)境互動的實踐性知識。在此基礎(chǔ)上,對來自全國9所師范高校的1916名學(xué)前教育專業(yè)師范生進行調(diào)查,結(jié)果顯示:(1)職前幼兒教師實踐性知識的總體發(fā)展狀況良好,其中關(guān)于幼兒一日生活組織的實踐性知識發(fā)展水平最高,關(guān)于幼兒發(fā)展的實踐性知識發(fā)展水平最低;(2)職前幼兒教師的實踐性知識在性別、年級、生源地及學(xué)前教育專業(yè)是否為報考本科的第一志愿等人口學(xué)變量方面均存在顯著差異;(3)影響職前幼兒教師實踐性知識發(fā)展的因素主要來源于個體和學(xué)校兩方面,個體因素包括自我個性特征、早期生活與學(xué)習(xí)經(jīng)驗和學(xué)習(xí)動機,學(xué)校因素包括教育實習(xí)、教育見習(xí)和專業(yè)課程學(xué)習(xí)。針對調(diào)查發(fā)現(xiàn),提出了提升職前幼兒教師實踐性知識的教育建議。
[Abstract]:Through interviews and open questionnaires, the paper determines the basic structure of pre-service preschool teachers' practical knowledge: the practical knowledge about self-cognition, the practical knowledge of children's life organization in 1st, and the practical knowledge of infant development. On the basis of this, 1916 normal school students majoring in preschool education from 9 normal universities in China were investigated. The results showed that the development of pre-service preschool teachers' practical knowledge was good, of which the development level of practical knowledge about children's life organization in 1st was the highest. The level of practical knowledge development on early childhood development is the lowest; (2) there were significant differences in pre-service preschool teachers' practical knowledge in terms of sex, grade, place of origin of students and whether preschool education major was the first voluntary demographic variable for undergraduate examination. 3) the factors influencing the development of pre-service preschool teachers' practical knowledge mainly come from two aspects: individual and school. Individual factors include self-personality, early life and learning experience and learning motivation. The school factors include educational practice, educational probation and professional curriculum learning. In view of the findings of the investigation, the author puts forward some suggestions on how to improve the practical knowledge of pre-service preschool teachers.
【作者單位】： 沈陽師范大學(xué)學(xué)前與初等教育學(xué)院;
【基金】：國家社會科學(xué)基金“十二五”規(guī)劃2015年度教育學(xué)一般課題“‘卓越幼兒教師’實踐性知識發(fā)展研究”(項目編號:BHA150080)的階段性研究成果
【分類號】：G61-4;G652
【正文快照】： 一、問題提出實踐性知識是教師教學(xué)知識的重要組成部分,能有效地指導(dǎo)教師的教學(xué)實踐,是教學(xué)知識的落腳點。[1]作為教師專業(yè)發(fā)展的知識基礎(chǔ),學(xué)者們從消解理論與實踐之間的鴻溝、回歸教師的日常教育實踐、確認教師群體的專業(yè)性質(zhì)和促進教師個人的專業(yè)發(fā)展等角度強調(diào)了它的研究意

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