【摘要】： 教師實(shí)踐性知識的研究興起于二十世紀(jì)八十年代。人們反思了在傳統(tǒng)的知識觀的影響下過度強(qiáng)調(diào)公共知識在教育教學(xué)一線作用的教師知識研究,認(rèn)為公共理論過于抽象、不夠具體,欠缺可操作性,過于強(qiáng)調(diào)容易忽略教師個(gè)人的教育教學(xué)經(jīng)驗(yàn),也不利于解決教育教學(xué)實(shí)踐中的問題。而實(shí)踐性知識能夠有效的應(yīng)對理論知識失能的狀況。越來越多的教師實(shí)踐性知識研究表明:教師知識的研究已經(jīng)出現(xiàn)了一種實(shí)踐轉(zhuǎn)向,即從研究教師應(yīng)具有什么樣的公共知識轉(zhuǎn)向教師實(shí)際具有的實(shí)踐性知識。 在學(xué)前教育領(lǐng)域,幼兒教師負(fù)責(zé)進(jìn)行幼兒的保育和教育雙重工作,一日教學(xué)當(dāng)中的各種狀況都要求教師進(jìn)行合理、靈活的處理,這對幼兒教師的實(shí)踐性知識的要求就更為凸顯。因此,本研究運(yùn)用個(gè)案研究法,深入到幼兒園教育教學(xué)實(shí)踐中,從實(shí)踐性知識的結(jié)構(gòu)入手,對幼兒教師的實(shí)踐性知識進(jìn)行考察,分析幼兒教師實(shí)踐性知識所體現(xiàn)出的特征,尋找其原因所在,并在此基礎(chǔ)上提出相應(yīng)建議。 本文主要包括以下五個(gè)部分: 第一部分問題提出。主要介紹了研究緣起、研究問題、研究目的和研究意義等問題。 第二部分文獻(xiàn)綜述。對教師實(shí)踐性知識以及幼兒教師實(shí)踐性知識的已有研究進(jìn)行了梳理和歸納。 第三部分研究方法與過程。包括研究方法的確定、研究對象的選取、研究資料的搜集、資料的整理與分析和研究的效度及倫理。 第四部分是對X幼兒園教師實(shí)踐性知識狀況的考察。呈現(xiàn)并分析了研究對象的實(shí)踐性知識,包括自我知識、課程與教學(xué)知識、情境知識、保育知識、班級管理知識。 第五部分研究的結(jié)論與建議。總結(jié)了幼兒教師實(shí)踐性知識的特征,并提出了促進(jìn)教師實(shí)踐性知識發(fā)展的建議。 研究結(jié)果表明,幼兒教師的實(shí)踐性知識是高度個(gè)人化的知識,不同類別的知識間有所交叉,在其形成歷程之中收到多種因素的影響。
[Abstract]:The research of teachers' practical knowledge arose in the 1980's. Under the influence of traditional view of knowledge, people reflect on the study of teachers' knowledge, which emphasizes the role of public knowledge in the front line of education and teaching, and thinks that the public theory is too abstract, not concrete enough and lacking in maneuverability. Too much emphasis on neglecting teachers' personal teaching experience is not conducive to solving the problems in teaching practice. Practical knowledge can effectively deal with the disability of theoretical knowledge. More and more researches on teachers' practical knowledge show that there has been a kind of practical turn in the research of teachers' knowledge, that is, from the study of what kind of public knowledge teachers should have to the practical knowledge of teachers. In the field of preschool education, preschool teachers are responsible for the care and education of early childhood. All kinds of situations in the daily teaching require teachers to deal with them reasonably and flexibly, which makes the requirement of practical knowledge more prominent. Therefore, this research uses the case study method, deeply into the kindergarten education teaching practice, from the practical knowledge structure, carries on the inspection to the preschool teacher's practical knowledge, analyzes the characteristic which the preschool teacher practical knowledge manifests. Find out the cause and put forward corresponding suggestions on this basis. This article mainly includes the following five parts: the first part puts forward the question. This paper mainly introduces the origin, problems, purpose and significance of the research. The second part is a literature review. The existing researches on teachers' practical knowledge and preschool teachers' practical knowledge are summarized. The third part studies the method and process. It includes the determination of research methods, the selection of research objects, the collection of research materials, the collation and analysis of data, and the validity and ethics of research. The fourth part is the investigation of X kindergarten teachers' practical knowledge. This paper presents and analyzes the practical knowledge of the subjects, including self-knowledge, curriculum and teaching knowledge, situational knowledge, conservation knowledge, class management knowledge. The fifth part of the conclusions and recommendations of the study. This paper summarizes the characteristics of practical knowledge of preschool teachers, and puts forward some suggestions to promote the development of teachers' practical knowledge. The results show that the practical knowledge of preschool teachers is highly individualized, and the different types of knowledge are intersected, which is influenced by many factors in the course of their formation.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G615

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 李丹;幼兒教師實(shí)踐性知識發(fā)展研究[D];西南大學(xué);2011年

相關(guān)碩士學(xué)位論文 前5條

1 曹琴;一位初中化學(xué)教師實(shí)踐性知識的敘事研究[D];西南大學(xué);2011年

2 劉蘭超;一位高中英語教師實(shí)踐知識的個(gè)案研究[D];西南大學(xué);2011年

3 齊麗娟;小學(xué)教師課堂管理中的實(shí)踐性知識研究[D];西南大學(xué);2011年

4 鄧青青;幼兒教師個(gè)體實(shí)踐知識形成的敘事研究[D];華東師范大學(xué);2010年

5 嚴(yán)玲霞;課堂場景中高中英語教師實(shí)踐性知識研究[D];贛南師范學(xué)院;2012年

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本文編號：2274306