本文關(guān)鍵詞： 幼兒教師 實踐知識 敘事研究　出處：《華東師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 隨著對教師研究的轉(zhuǎn)向以及教師專業(yè)化運動的興起,已經(jīng)有越來越多的學(xué)者認(rèn)識到教師實踐性知識在教師專業(yè)發(fā)展領(lǐng)域中的重要性。但已有研究往往較多側(cè)重探討實踐知識的定義、特征和作用,較少關(guān)注教師實踐知識形成和發(fā)展的具體過程；比較傾向于孤立地研究實踐知識,而忽略了理論知識對教師專業(yè)發(fā)展的作用。并且對于幼兒教師實踐知識的探究幾乎處于空白階段,而實踐知識又是教師專業(yè)化發(fā)展的重要知識基礎(chǔ)。 因此,本研究取一位處于專業(yè)發(fā)展成熟期的幼兒園教師——C老師作為個案研究對象,在教育敘事研究的框架下,結(jié)合訪談法和課堂觀察法對C老師的實踐性知識生成與發(fā)展的軌跡進(jìn)行探尋,通過敘述教學(xué)生活中發(fā)生的“故事”,來挖掘“故事”背后的意義。研究主要探究C老師實踐知識的三個主要組成部分——人際知識、教育信念、自我知識的形成過程以及形成過程中的主要影響因素。研究發(fā)現(xiàn)：C老師的人際知識在內(nèi)容上呈現(xiàn)逐漸豐富化的的形成過程；其教育信念在結(jié)構(gòu)上呈現(xiàn)逐漸系統(tǒng)化的形成過程；其自我知識在性質(zhì)上呈現(xiàn)趨于內(nèi)省化的形成過程。并且對C老師實踐知識形成路徑進(jìn)行梳理得出：家庭教育背景和先前的受教經(jīng)歷是其實踐知識孕育和形成的背景；與理論知識產(chǎn)生真正聯(lián)結(jié)是其實踐知識更新和發(fā)展的核心；良好的工作狀態(tài)是其實踐知識形成的動力和保障；獨特的個性是其實踐知識形成的內(nèi)在驅(qū)動力。 全文共分六章：第一章是緒論部分,包括研究的緣起、文獻(xiàn)綜述、研究的意義、研究思路與問題、關(guān)鍵概念界定、研究的方法和過程以及對合作教師自身和其所在幼兒園做簡單的背景介紹。第二、三、四章分別從內(nèi)容、結(jié)構(gòu)和性質(zhì)的變化的角度探討C老師關(guān)于幼兒的知識、教育信念以及自我知識的具體形成過程,并展開對其形成過程中影響因素的分析。第五章針對前三章中對C老師各部分實踐知識形成的過程以及影響因素的闡述,從中梳理總結(jié)出C老師實踐知識形成的主要路徑。第六章是研究的啟示與建議部分,將就如何促進(jìn)“老教師”實踐知識更新的問題,對教師自身、教師專業(yè)發(fā)展的支持者提出一些建議,同時對本研究的局限與不足做出自己的反思。
[Abstract]:With the turn of teacher research and the rise of teacher specialization movement, More and more scholars have recognized the importance of teachers' practical knowledge in the field of teachers' professional development. Less attention is paid to the concrete process of teachers' practical knowledge formation and development; they tend to study practical knowledge in isolation. It ignores the effect of theoretical knowledge on teachers' professional development, and the exploration of preschool teachers' practical knowledge is almost blank, and practical knowledge is the important knowledge base of teachers' professional development. Therefore, this study takes a kindergarten teacher in the mature period of professional development, teacher C as the case study object, under the framework of educational narrative research. Combining interview method and classroom observation method to explore the track of C teacher's practical knowledge generation and development, Through the narration of the "story" in the teaching life, the meaning behind the "story" is excavated. The study mainly explores the three main components of teacher C's practical knowledge-interpersonal knowledge, educational belief, and so on. The study found that teacher: C's interpersonal knowledge is gradually enriched in content, his educational belief is gradually systematized in structure, and his educational belief is gradually systematized in structure, and in the process of forming self-knowledge and the main influencing factors in the process of forming self-knowledge, the study finds that the teacher's interpersonal knowledge is gradually enriched in content. The formation process of self-knowledge tends to introspection in nature, and the formation path of practical knowledge of teacher C is combed out. It is concluded that the background of family education and previous experience of education are the background of gestation and formation of practical knowledge; The real connection with theoretical knowledge is the core of its practical knowledge renewal and development; good working state is the motive force and guarantee of its practical knowledge formation; and its unique personality is the internal driving force of its practical knowledge formation. This paper is divided into six chapters: the first chapter is the introduction, including the origin of the study, literature review, the significance of the study, research ideas and problems, the definition of key concepts, The methods and processes of the study and a simple background introduction to the cooperative teachers themselves and their kindergartens. Chapter two, three and four respectively discuss teacher C's knowledge about children from the point of view of the change of content, structure and nature. The concrete forming process of educational belief and self-knowledge, and the analysis of the influencing factors in the forming process of educational belief and self-knowledge. Chapter 5th expounds the forming process and influencing factors of each part of practical knowledge of teacher C in the first three chapters. Chapter 6th is the enlightenment and suggestion part of the research, which will discuss how to promote the renewal of the practical knowledge of the "old teachers". The proponents of teacher professional development put forward some suggestions and make some reflections on the limitations and shortcomings of this study.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 劉曲;幼兒教師參與式培訓(xùn)的研究[D];華東師范大學(xué);2011年

2 章曉璇;幼兒教師教學(xué)觀與教學(xué)行為關(guān)系研究[D];西北師范大學(xué);2012年

3 陳夢倩;幼兒教師數(shù)學(xué)領(lǐng)域策略性知識的個案研究[D];華東師范大學(xué);2013年

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本文編號：1524324