【摘要】：本文是關(guān)于幼兒園教師問(wèn)題意識(shí)研究的結(jié)果。本研究采用質(zhì)的研究方法,選取幼兒園同一班級(jí)中的三名教師作為研究對(duì)象,探討問(wèn)題意識(shí)在幼兒園教師反思過(guò)程中作用的本質(zhì)。 研究者通過(guò)對(duì)資料的分析和整理,概括了幼兒園教師問(wèn)題意識(shí)的構(gòu)成要素和運(yùn)行過(guò)程。首先,研究者認(rèn)為幼兒園教師主體、環(huán)境供養(yǎng)、不確定性意圖和提出問(wèn)題是問(wèn)題意識(shí)的構(gòu)成要素,進(jìn)而分析了這些因素之間的關(guān)系。接著,本研究歸納了三位教師問(wèn)題意識(shí)運(yùn)行過(guò)程的四種共有類(lèi)型。 通過(guò)對(duì)幼兒園教師問(wèn)題意識(shí)的主體促進(jìn)因素的分析,研究者以為教師自我成長(zhǎng)的開(kāi)放性、自我體驗(yàn)的敏感性、個(gè)體思維的反省性是教師問(wèn)題意識(shí)產(chǎn)生的重要因素。由此,研究者運(yùn)用凱恩夫婦提出的有意義學(xué)習(xí)理論中所涉及的三個(gè)相互作用的要素,分析了這些因素的特點(diǎn)。 通過(guò)對(duì)幼兒園教師問(wèn)題意識(shí)情境的類(lèi)型和特點(diǎn)分析,特別是日常教育進(jìn)行過(guò)程中的師幼互動(dòng)情境,研究者得出以下三個(gè)結(jié)論:第一,幼兒園教師問(wèn)題意識(shí)的情境是由若干“結(jié)構(gòu)不良”的、相互關(guān)聯(lián)的、具體的情境組合而成的“情境鏈”;第二,幼兒園教師問(wèn)題意識(shí)的情境是以幼兒園教師主導(dǎo)的持續(xù)、主動(dòng)地與不同信息域之間進(jìn)行思考、行動(dòng)而建構(gòu)的;第三,時(shí)間是幼兒園教師問(wèn)題意識(shí)的情境的重要變量。在此基礎(chǔ)上,研究者運(yùn)用情境認(rèn)知理論,從情境中的個(gè)體思維和行為建構(gòu)的角度,分析了幼兒園教師問(wèn)題意識(shí)情境的意義。 針對(duì)以上幼兒園教師問(wèn)題意識(shí)的現(xiàn)狀,研究者主要針對(duì)本研究從研究方法、研究?jī)?nèi)容和策略三方面進(jìn)行了反思。最后,研究者對(duì)自身在研究中的意義和身份進(jìn)行了反思。
[Abstract]:This article is about the kindergarten teacher question consciousness research result. This study adopts qualitative research method, selects three teachers in the same kindergarten class as the object of study, and probes into the essence of the role of question consciousness in the process of kindergarten teachers' reflection. Through the analysis and arrangement of the data, the author generalizes the constituent elements and the running process of the kindergarten teachers' problem consciousness. Firstly, the researchers think that kindergarten teachers' main body, environment support, uncertain intention and question raising are the constituent elements of problem consciousness, and then analyze the relationship between these factors. Then, this study sums up four common types of three teachers'problem consciousness. Through the analysis of the main promotion factors of kindergarten teachers' problem consciousness, the researchers think that the openness of teachers' self-growth, the sensitivity of self-experience and the introspection of individual thinking are the important factors of teachers' problem consciousness. Therefore, the researchers analyzed the characteristics of these factors by using the three elements of interaction involved in the meaningful learning theory proposed by the Kane and his wife. Based on the analysis of the types and characteristics of kindergarten teachers' problem awareness situation, especially the teacher-child interaction situation in the course of daily education, the researcher draws the following three conclusions: first, The situation of kindergarten teachers' problem consciousness is a "situational chain" which is composed of a number of "ill-structured", interrelated and concrete situation combinations; second, the situation of kindergarten teachers' problem consciousness is a continuous one, which is dominated by kindergarten teachers. Thirdly, time is an important variable in the situation of kindergarten teachers' problem consciousness. On this basis, the researcher analyzes the significance of the situation of kindergarten teachers' problem consciousness from the perspective of individual thinking and behavior construction by using the theory of situational cognition. In view of the present situation of kindergarten teachers' problem consciousness, the researcher mainly reflects on the research methods, contents and strategies. Finally, the researchers reflect on their own significance and identity in the study.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類(lèi)號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 岳亞平;教師個(gè)人知識(shí)管理策略的形成與發(fā)展[D];南京師范大學(xué);2007年

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本文編號(hào)：2235991