基于師徒制的教師知識(shí)轉(zhuǎn)移研究
發(fā)布時(shí)間：2018-07-26 21:08
【摘要】：隨著教師專業(yè)發(fā)展研究的不斷深入,教師知識(shí)更新問(wèn)題日益受到重視。為彌補(bǔ)職前教師教育的不足,作為在職教師教育的重要方式,師徒制在新教師專業(yè)發(fā)展尤其是知識(shí)更新方面發(fā)揮了重要作用。師徒制是成熟教師與新教師之間建立的一種互惠關(guān)系,旨在通過(guò)教師知識(shí)雙向轉(zhuǎn)移促進(jìn)雙方專業(yè)成長(zhǎng)。不過(guò),當(dāng)前基于師徒制的教師知識(shí)轉(zhuǎn)移效果還有待改進(jìn),尤其體現(xiàn)在以下三個(gè)方面：一是轉(zhuǎn)移的知識(shí)以顯性知識(shí)為主,二是個(gè)體間隱性知識(shí)轉(zhuǎn)移存在困難,三是情境間知識(shí)轉(zhuǎn)移不暢。為了回答師徒制應(yīng)當(dāng)轉(zhuǎn)移哪些教師知識(shí)、這些知識(shí)應(yīng)該如何轉(zhuǎn)移以及哪些因素會(huì)影響知識(shí)轉(zhuǎn)移的效果等核心問(wèn)題,本研究主要采用文獻(xiàn)分析的方法,并輔以實(shí)證調(diào)查和實(shí)踐觀察。本研究用一種整合的視角來(lái)看待相關(guān)理論,吸收理論產(chǎn)生與發(fā)展中的合理成分,進(jìn)而形成研究分析框架。本研究首先從布迪厄的“實(shí)踐理論”和舍恩的“反思性實(shí)踐理論”出發(fā),審視具體的教育實(shí)踐。在此基礎(chǔ)上,以教師知識(shí)構(gòu)成的PCK理論與教師實(shí)踐性知識(shí)理論為基礎(chǔ),形成了教師知識(shí)構(gòu)成的分析框架；以知識(shí)勢(shì)能理論和知識(shí)轉(zhuǎn)移的SECI模型為基礎(chǔ),確立了基于行動(dòng)中反映的知識(shí)轉(zhuǎn)移機(jī)制；并用這些分析框架去考察師徒制轉(zhuǎn)移的教師知識(shí)的構(gòu)成、轉(zhuǎn)移的過(guò)程與影響因素。本研究因循教師知識(shí)研究發(fā)展脈絡(luò),借鑒管理學(xué)、認(rèn)知心理學(xué)對(duì)知識(shí)的劃分,從廣義的知識(shí)角度來(lái)認(rèn)識(shí)教師知識(shí),確立了教師知識(shí)的構(gòu)成：描述性的學(xué)科教學(xué)知識(shí)、對(duì)外調(diào)控的實(shí)踐性知識(shí)和對(duì)內(nèi)調(diào)控的實(shí)踐性知識(shí),它們分別指向教師“知道什么”“怎么做”“怎么思維”的問(wèn)題。從各國(guó)教師專業(yè)標(biāo)準(zhǔn)和教師專業(yè)發(fā)展階段來(lái)看,新教師需要具備系統(tǒng)的知識(shí)和重點(diǎn)知識(shí)。從教師實(shí)踐需求角度看,新教師迫切需要對(duì)外調(diào)控的實(shí)踐性知識(shí),但不應(yīng)忽略看上去簡(jiǎn)單的學(xué)科教學(xué)知識(shí)和教學(xué)常規(guī)等。在確定師徒制轉(zhuǎn)移的教師知識(shí)時(shí),應(yīng)當(dāng)將國(guó)家的要求、學(xué)校的期望和教師個(gè)人的需求有機(jī)整合。根據(jù)SECI模型,顯性知識(shí)與隱性知識(shí)各有兩種生成方式。本研究關(guān)注隱性知識(shí)轉(zhuǎn)移的“外化—聯(lián)結(jié)—內(nèi)化”路徑,結(jié)合行動(dòng)中反映理論,確立了基于行動(dòng)中反映的師徒制教師知識(shí)轉(zhuǎn)移模型。在師徒帶教過(guò)程中,師徒雙方會(huì)在具體的教學(xué)情境中通過(guò)行動(dòng)、語(yǔ)言和圖式顯性化知識(shí),并基于教學(xué)情境認(rèn)知的互動(dòng)對(duì)話中發(fā)現(xiàn)知識(shí)差異和框定問(wèn)題。隨后,作為新教師的徒弟會(huì)在備課虛擬世界和真實(shí)教學(xué)情境的實(shí)驗(yàn)探索中接受來(lái)自情境的回話,通過(guò)“行動(dòng)中反思”和進(jìn)一步的師徒對(duì)話生成和更新知識(shí)。最終,教師知識(shí)會(huì)通過(guò)“相似地看待著”和“相似地解決著”應(yīng)用到新的教學(xué)情境中,并在不斷應(yīng)用中逐漸內(nèi)化知識(shí)。需要指出的是,隱性知識(shí)的轉(zhuǎn)移需要克服諸多困難。教師知識(shí)的特性、師徒知識(shí)勢(shì)差和知識(shí)轉(zhuǎn)移的環(huán)境等因素會(huì)制約師徒制知識(shí)轉(zhuǎn)移的效果。教師知識(shí)的嵌入性越高,知識(shí)轉(zhuǎn)移越困難,保持適度的知識(shí)勢(shì)差更有利于教師知識(shí)轉(zhuǎn)移,師徒雙方共同的價(jià)值取向、分享合作的教師文化以及激勵(lì)保障機(jī)制對(duì)知識(shí)轉(zhuǎn)移都不可或缺。最后,研究對(duì)應(yīng)轉(zhuǎn)移的教師知識(shí)、知識(shí)轉(zhuǎn)移的方式和方向等問(wèn)題進(jìn)行了反思。研究指出,第一,盡管新教師急需提升教學(xué)專業(yè)技能,但師徒制在關(guān)注該知識(shí)轉(zhuǎn)移的同時(shí),應(yīng)該關(guān)注對(duì)內(nèi)調(diào)控的實(shí)踐性知識(shí),因?yàn)檫@種知識(shí)是行動(dòng)中反映不可或缺的,且在新的教學(xué)情境中具有更大的轉(zhuǎn)移可能性。第二,“悟”是新教師知識(shí)生成的重要方式,但新教師普遍缺乏批判反思能力,因此,幫助徒弟“會(huì)悟”應(yīng)當(dāng)成為師傅的重要職責(zé)。第三,師徒制知識(shí)轉(zhuǎn)移的主要方向是師傅向徒弟轉(zhuǎn)移,但同時(shí)也存在著徒弟向師傅轉(zhuǎn)移的方向,師徒制知識(shí)轉(zhuǎn)移是雙向的。要促進(jìn)有意識(shí)地雙向轉(zhuǎn)移,需要確立徒弟的主體地位,基于共同的價(jià)值追求展開(kāi)平等的互動(dòng)對(duì)話。
[Abstract]:With the deepening of the study of teachers' professional development, the problem of teachers' knowledge renewal has been paid more and more attention. In order to make up for the shortage of pre service teacher education, as an important way of Teacher Education in the job, apprenticeship has played an important role in the development of new teachers' professional development, especially knowledge renewal. A reciprocal relationship is aimed at promoting the professional growth of both sides through the two-way transfer of teacher knowledge. However, the effect of teacher knowledge transfer based on Apprenticeship still remains to be improved, especially in the following three aspects: first, the transfer of knowledge is dominated by explicit knowledge, the two is that the transfer of implicit knowledge exists between individuals, and the three is intersituational knowledge. In order to answer the core questions of what teacher knowledge should be transferred from the apprenticeship system, how these knowledge should be transferred and which factors will affect the effect of knowledge transfer, this study mainly adopts the method of literature analysis, and is supplemented by empirical investigation and practical observation. Based on Bourdieu's "practical theory" and Schoen's "reflective practice theory", this study begins with Bourdieu's "practical theory" and Schoen's "reflective practice theory", and on this basis, based on the theory of teacher's knowledge and the theory of practical knowledge of teachers, forms the teaching of teaching. On the basis of the knowledge potential energy theory and the SECI model of knowledge transfer, the knowledge transfer mechanism based on the knowledge transfer is established, and the structure of teacher knowledge, the process and the influencing factors of the transfer of teachers and apprenticeship are examined with these analytical frameworks. Cognitive psychology, cognitive psychology, the division of knowledge, the understanding of teacher knowledge from a broad sense of knowledge, and the establishment of the composition of teacher knowledge: descriptive knowledge of subject teaching, practical knowledge of external control and practical knowledge of internal control. They point to "what", "how to do" and "how to think", respectively. From the perspective of teachers' professional standards and teachers' professional development, the new teachers need to have systematic knowledge and key knowledge. From the perspective of teachers' practical needs, the new teachers urgently need practical knowledge of foreign regulation, but should not ignore the seemingly simple subject teaching knowledge and teaching routine. Teachers should integrate the requirements of the country, the expectations of the school and the individual needs of the teachers. According to the SECI model, there are two ways of generating explicit knowledge and tacit knowledge. This study focuses on the path of "externalization - internalization" in the transfer of implicit knowledge, and establishes a reflection based on action theory. In the teaching process of teacher and apprenticeship, teachers and apprentices will find knowledge differences and frame problems through action, language and schema in the specific teaching situation, and in the interactive dialogue based on teaching situation cognition. Then, the apprentice as the new teacher will be preparing for the virtual world and the real teaching situation. In the experimental exploration, we accept the reply from the situation, through "reflection in action" and further teacher's dialogue to generate and update knowledge. Finally, teacher knowledge will be applied to the new teaching situation by "similar view" and "similar solution", and gradually internalize knowledge in the continuous application. It needs to be pointed out. The transfer of sexual knowledge needs to overcome many difficulties. The characteristics of teachers' knowledge, the poor knowledge potential of teachers and the apprenticeship and the environment of knowledge transfer will restrict the effect of the transfer of the apprenticeship. The higher the embeddedness of the teacher's knowledge is, the more difficult the knowledge transfer is, the better the knowledge transfer of the teachers, and the common value of the teachers and the apprenticeship between the apprenticeship and the apprentice. The teacher culture sharing cooperation and the incentive guarantee mechanism are indispensable to the transfer of knowledge. Finally, the study of the corresponding transfer of teachers' knowledge, the way and direction of knowledge transfer is reviewed. First, although the new teachers are in urgent need of improving the teaching professional skills, the apprenticeship system should be concerned with the transfer of knowledge. It should be concerned with the practical knowledge of internal control, because this knowledge is an indispensable reflection in action and has a greater possibility of transfer in the new teaching situation. Second, "understanding" is an important way of creating new teachers' knowledge, but the new teachers are generally lack of critical reflection ability. Therefore, helping the apprentice to "realize" should be a master. Third, the main direction of the transfer of apprenticeship knowledge is the transfer of master to apprentice, but at the same time there is a direction for the transfer of apprentice to the master, and the transfer of apprenticeship knowledge is two-way. To promote a conscious two-way transfer, the main position of apprentice needs to be established, and an equal interactive dialogue based on the common pursuit of value is needed.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G451
，
本文編號(hào)：2147294
[Abstract]:With the deepening of the study of teachers' professional development, the problem of teachers' knowledge renewal has been paid more and more attention. In order to make up for the shortage of pre service teacher education, as an important way of Teacher Education in the job, apprenticeship has played an important role in the development of new teachers' professional development, especially knowledge renewal. A reciprocal relationship is aimed at promoting the professional growth of both sides through the two-way transfer of teacher knowledge. However, the effect of teacher knowledge transfer based on Apprenticeship still remains to be improved, especially in the following three aspects: first, the transfer of knowledge is dominated by explicit knowledge, the two is that the transfer of implicit knowledge exists between individuals, and the three is intersituational knowledge. In order to answer the core questions of what teacher knowledge should be transferred from the apprenticeship system, how these knowledge should be transferred and which factors will affect the effect of knowledge transfer, this study mainly adopts the method of literature analysis, and is supplemented by empirical investigation and practical observation. Based on Bourdieu's "practical theory" and Schoen's "reflective practice theory", this study begins with Bourdieu's "practical theory" and Schoen's "reflective practice theory", and on this basis, based on the theory of teacher's knowledge and the theory of practical knowledge of teachers, forms the teaching of teaching. On the basis of the knowledge potential energy theory and the SECI model of knowledge transfer, the knowledge transfer mechanism based on the knowledge transfer is established, and the structure of teacher knowledge, the process and the influencing factors of the transfer of teachers and apprenticeship are examined with these analytical frameworks. Cognitive psychology, cognitive psychology, the division of knowledge, the understanding of teacher knowledge from a broad sense of knowledge, and the establishment of the composition of teacher knowledge: descriptive knowledge of subject teaching, practical knowledge of external control and practical knowledge of internal control. They point to "what", "how to do" and "how to think", respectively. From the perspective of teachers' professional standards and teachers' professional development, the new teachers need to have systematic knowledge and key knowledge. From the perspective of teachers' practical needs, the new teachers urgently need practical knowledge of foreign regulation, but should not ignore the seemingly simple subject teaching knowledge and teaching routine. Teachers should integrate the requirements of the country, the expectations of the school and the individual needs of the teachers. According to the SECI model, there are two ways of generating explicit knowledge and tacit knowledge. This study focuses on the path of "externalization - internalization" in the transfer of implicit knowledge, and establishes a reflection based on action theory. In the teaching process of teacher and apprenticeship, teachers and apprentices will find knowledge differences and frame problems through action, language and schema in the specific teaching situation, and in the interactive dialogue based on teaching situation cognition. Then, the apprentice as the new teacher will be preparing for the virtual world and the real teaching situation. In the experimental exploration, we accept the reply from the situation, through "reflection in action" and further teacher's dialogue to generate and update knowledge. Finally, teacher knowledge will be applied to the new teaching situation by "similar view" and "similar solution", and gradually internalize knowledge in the continuous application. It needs to be pointed out. The transfer of sexual knowledge needs to overcome many difficulties. The characteristics of teachers' knowledge, the poor knowledge potential of teachers and the apprenticeship and the environment of knowledge transfer will restrict the effect of the transfer of the apprenticeship. The higher the embeddedness of the teacher's knowledge is, the more difficult the knowledge transfer is, the better the knowledge transfer of the teachers, and the common value of the teachers and the apprenticeship between the apprenticeship and the apprentice. The teacher culture sharing cooperation and the incentive guarantee mechanism are indispensable to the transfer of knowledge. Finally, the study of the corresponding transfer of teachers' knowledge, the way and direction of knowledge transfer is reviewed. First, although the new teachers are in urgent need of improving the teaching professional skills, the apprenticeship system should be concerned with the transfer of knowledge. It should be concerned with the practical knowledge of internal control, because this knowledge is an indispensable reflection in action and has a greater possibility of transfer in the new teaching situation. Second, "understanding" is an important way of creating new teachers' knowledge, but the new teachers are generally lack of critical reflection ability. Therefore, helping the apprentice to "realize" should be a master. Third, the main direction of the transfer of apprenticeship knowledge is the transfer of master to apprentice, but at the same time there is a direction for the transfer of apprentice to the master, and the transfer of apprenticeship knowledge is two-way. To promote a conscious two-way transfer, the main position of apprentice needs to be established, and an equal interactive dialogue based on the common pursuit of value is needed.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G451
，
本文編號(hào)：2147294
本文鏈接：http://sikaile.net/shoufeilunwen/sklbs/2147294.html
最近更新
教材專著
