本文關(guān)鍵詞： 實(shí)踐性知識(shí) 化學(xué)教師 反思性 解釋學(xué)　出處：《江西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：教師是課程改革的核心,化學(xué)教師是教師群體的重要組成部分,提高化學(xué)教師的專業(yè)素養(yǎng)有助于課程改革的實(shí)施。課堂教學(xué)實(shí)踐是一種集復(fù)雜性、變化性和情境性于一體的活動(dòng),教師實(shí)踐性知識(shí)能反映在課堂教學(xué)實(shí)踐中處于主導(dǎo)地位的教師的教學(xué)實(shí)踐水平。對(duì)化學(xué)教師實(shí)踐性知識(shí)的重視和研究有助于化學(xué)教師的專業(yè)發(fā)展、有利于化學(xué)課堂的良性發(fā)展。因此,對(duì)化學(xué)教師實(shí)踐性知識(shí)的特性之一—反思性的研究很有必要。本研究以解釋學(xué)作為理論基礎(chǔ)。解釋學(xué)作為后現(xiàn)代主要的哲學(xué)流派在西方逐步興起。哲學(xué)解釋學(xué)認(rèn)為理解是世界存在的根本方式,而教育教學(xué)活動(dòng)是以培養(yǎng)人為目標(biāo)的人類活動(dòng),它能幫助塑造人的精神世界。這兩者之間存在著微妙的聯(lián)系,將解釋學(xué)的思想引入教育教學(xué)領(lǐng)域,研究課堂教學(xué)中化學(xué)教師實(shí)踐性知識(shí)的反思性大有裨益。筆者運(yùn)用了文獻(xiàn)法、訪談法、課堂觀察法進(jìn)行研究。通過(guò)對(duì)國(guó)內(nèi)外文獻(xiàn)的研究綜述,了解教師實(shí)踐性知識(shí)的研究現(xiàn)狀和亟待解決的問(wèn)題�；诮忉寣W(xué)理論,構(gòu)建課堂教學(xué)過(guò)程中教師、學(xué)生、教學(xué)內(nèi)容之間相互作用的模型,結(jié)合中學(xué)化學(xué)教師在課堂教學(xué)中表現(xiàn)出來(lái)的反思過(guò)程的案例。論證化學(xué)教師實(shí)踐性知識(shí)具有反思性和默會(huì)性辯證統(tǒng)一的特性,同時(shí)反思是化學(xué)教師實(shí)踐性知識(shí)生成的重要途徑。在理論研究的基礎(chǔ)上,提出從內(nèi)部和外部?jī)蓚�(gè)方向提高化學(xué)教師實(shí)踐性知識(shí),培養(yǎng)反思型化學(xué)教師的方法,為化學(xué)教師的專業(yè)發(fā)展提供實(shí)踐指導(dǎo)。
[Abstract]:Teachers are the core of curriculum reform, chemistry teachers are an important part of teachers' group, improving chemistry teachers' professional accomplishment is helpful to the implementation of curriculum reform. Classroom teaching practice is a kind of complexity. Changing and situational activities, The practical knowledge of teachers can reflect the teaching practice level of teachers who are in the leading position in classroom teaching practice. The attention and research on the practical knowledge of chemistry teachers is helpful to the professional development of chemistry teachers. It is beneficial to the benign development of chemistry classroom. It is necessary to study one of the characteristics of chemical teachers' practical knowledge, that is, reflection. This study takes hermeneutics as the theoretical basis. Hermeneutics, as the main philosophical school in the post-modern era, is gradually emerging in the West. The philosophical hermeneutics is recognized. To understand is the fundamental way the world exists, The educational and teaching activities are human activities aimed at cultivating human beings, which can help to shape the spiritual world of human beings. There is a subtle connection between the two, and the hermeneutics is introduced into the field of education and teaching. It is beneficial to study the reflective nature of practical knowledge of chemistry teachers in classroom teaching. The author uses literature method, interview method and classroom observation method to study. Based on the theory of hermeneutics, a model of interaction among teachers, students and teaching contents in classroom teaching is established. Combining with the case of the reflective process of chemistry teachers in the classroom teaching, this paper demonstrates that the practical knowledge of chemistry teachers has the characteristics of reflection and tacit dialectical unity. At the same time, reflection is an important way for chemical teachers to produce practical knowledge. On the basis of theoretical research, this paper puts forward a method to improve the practical knowledge of chemistry teachers in both internal and external directions and to cultivate reflective chemistry teachers. To provide practical guidance for the professional development of chemistry teachers.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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相關(guān)碩士學(xué)位論文 前1條

1 朱永侃;豐富實(shí)踐性知識(shí)促進(jìn)化學(xué)教師專業(yè)成長(zhǎng)研究[D];華東師范大學(xué);2006年

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本文編號(hào)：1526883