本文選題：教師 + 教學(xué)哲學(xué)��； 參考：《陜西師范大學(xué)》2012年博士論文

【摘要】：要保證教師個人教學(xué)實(shí)踐的有效性并逐漸形成自己的教學(xué)風(fēng)格,客觀上要求教師在教學(xué)中應(yīng)該具有個體教學(xué)哲學(xué)這樣獨(dú)特的“自我”內(nèi)驅(qū)。然而,在“工具理性主義”的影響之下,教學(xué)活動呈現(xiàn)“重物質(zhì)輕價值”的發(fā)展態(tài)勢,造成了教師個體教學(xué)哲學(xué)的缺失,其表現(xiàn)主要如下：過于重視慣習(xí)教學(xué),忽視對教學(xué)內(nèi)在基礎(chǔ)的探尋；過于重視知識教學(xué),忽視對教學(xué)價值的理性引導(dǎo)；過于重視方法追求,忽視對方法論意識的積極培養(yǎng)；過于重視統(tǒng)一評價,忽視對教師合理的個性評價。目前,在教師專業(yè)化發(fā)展與教學(xué)質(zhì)量提升的背景下,教師個體教學(xué)哲學(xué)作為教師在教學(xué)活動中個性化的“自我”內(nèi)驅(qū),不僅是課堂煥發(fā)生命活力和保證教學(xué)有效性的客觀要求,也是教師專業(yè)發(fā)展成熟的重要標(biāo)志。因此,研究教師個體教學(xué)哲學(xué)體現(xiàn)了教育研究者的社會使命感。 教師個體教學(xué)哲學(xué)是什么?學(xué)界對此認(rèn)識頗有爭議,在本研究論文中,筆者堅信教師個體教學(xué)哲學(xué)如同個人的能力、知識一樣內(nèi)隱于個人的觀念當(dāng)中并隨著教師教學(xué)認(rèn)識和實(shí)踐的深化達(dá)到一定程度時而形成。 教師個體教學(xué)哲學(xué)是一個復(fù)雜的概念,本論文以教師個體教學(xué)哲學(xué)理論基礎(chǔ)與一般原理為切入點(diǎn),分析了教學(xué)哲學(xué)的概念及形態(tài)、教師個體教學(xué)哲學(xué)的內(nèi)涵、教師個體教學(xué)哲學(xué)與公共教學(xué)哲學(xué)的區(qū)別,教師個體教學(xué)哲學(xué)的內(nèi)容及特征。教師個體教學(xué)哲學(xué)是研究者深入中小學(xué)教師這一特殊群體,基于對教師群體關(guān)于教師個體教學(xué)哲學(xué)的形成途徑、表達(dá)方式等的調(diào)查,進(jìn)行了較為深入的分析。為了情境化地展現(xiàn)教師個體教學(xué)哲學(xué)、形成過程和影響因素,研究者通過對個案的研究,運(yùn)用教師個體教學(xué)哲學(xué)內(nèi)容的分析框架對其個人學(xué)習(xí)經(jīng)歷、生活經(jīng)歷、教學(xué)經(jīng)歷進(jìn)行深入剖析,試圖反映教師個體教學(xué)哲學(xué)的存在方式、特點(diǎn)、發(fā)展和影響因素。 教師個體教學(xué)哲學(xué)的形成過程是一個較為復(fù)雜的過程,受到很多因素的影響,成熟的個體教學(xué)哲學(xué)是教師個人教學(xué)理論素養(yǎng)與實(shí)踐智慧的集中體現(xiàn)。它的形成既存在于持續(xù)的教學(xué)實(shí)踐之中,又指導(dǎo)著教學(xué)實(shí)踐的合理性與有效性。作為一個動態(tài)形成的過程,它是教師作為教學(xué)主體通過對外在不同來源的教育教學(xué)理論知識的學(xué)習(xí)和內(nèi)化,對自身內(nèi)在教學(xué)經(jīng)驗(yàn)的不斷反思和自組織,經(jīng)過三級躍遷,逐漸趨于完善的。它的高級外顯形式通常是以教師個性化的教學(xué)風(fēng)格形成為標(biāo)志的。 教師個體教學(xué)哲學(xué)的表達(dá)是教師個人系統(tǒng)化教學(xué)觀念外化的過程,是教師個人教學(xué)話語權(quán)和行為權(quán)的基本體現(xiàn),它是教師個人除了生命、身體存在之外代表和顯示個人教學(xué)活動的顯著特征,教師的這種表達(dá)也是個人教學(xué)存在和教學(xué)活動的體現(xiàn),他人是基于教師的這種表達(dá)來認(rèn)識、了解教師。正是教師個體對自身的教學(xué)哲學(xué)的表達(dá),構(gòu)成了教師個人的教學(xué)生活與教學(xué)世界富有活力和健康發(fā)展的基石。筆者結(jié)合實(shí)證研究,初步提出了把教師個體教學(xué)哲學(xué)的表達(dá)形式分為兩類：言語表達(dá)和行動表達(dá)。每一種表達(dá)又有不同的表達(dá)形式。即言語表達(dá)中分為教學(xué)隱喻、敘事和案例,行動表達(dá)中分為行動公式和教學(xué)智慧。 毋庸質(zhì)疑,教師的專業(yè)發(fā)展是一個水平不斷提高的過程。在現(xiàn)實(shí)的教學(xué)實(shí)踐與專業(yè)發(fā)展過程中,作為主體的教師,建構(gòu)個人的教學(xué)哲學(xué)不僅有助于教師實(shí)現(xiàn)教學(xué)理想、有助于教師成長為有效教師；同時形成個人的教學(xué)哲學(xué)是教師教學(xué)理論水平提高的標(biāo)志；是教師專業(yè)發(fā)展水平的重要指標(biāo)；也是教師個性化教學(xué)風(fēng)格形成的理論保證。所以,筆者認(rèn)為：建構(gòu)知識結(jié)構(gòu)體系、提升教師專業(yè)品質(zhì)、學(xué)習(xí)同行教學(xué)經(jīng)驗(yàn)、營造寬松學(xué)術(shù)氛圍、加強(qiáng)教學(xué)理性反思和喚醒哲學(xué)表達(dá)意識是教師建構(gòu)個人教學(xué)哲學(xué)的有效途徑。
[Abstract]:In order to ensure the effectiveness of teachers' personal teaching practice and gradually form their own teaching style, the teachers should have a unique "self" internal drive in teaching. However, under the influence of "instrumental rationalism", the teaching activities present the development trend of "heavy material and light value", which has caused the teaching. The lack of individual teaching philosophy is as follows: too much emphasis on habitus teaching, ignoring the exploration of the inner basis of teaching, overemphasizing knowledge teaching, ignoring the rational guidance of teaching value, paying too much attention to method pursuit, ignoring the positive cultivation of methodology consciousness, paying too much attention to unified evaluation and neglecting teachers' Rationality At present, under the background of the development of teachers' professionalism and the improvement of teaching quality, the individual teaching philosophy of teachers, as the individualized "self" in the teaching activities, is not only an objective requirement for the vitality of the classroom and the validity of the teaching, but also an important symbol of the maturity of the teacher's professional development. Teacher's individual teaching philosophy reflects the social mission of educational researchers.
What is the teacher's individual teaching philosophy? It is quite controversial in the academic circle. In this research paper, the author believes that the individual teaching philosophy of teachers is like the individual's ability, knowledge is hidden in the individual concept as well as the deepening of teachers' teaching knowledge and practice.
The individual teaching philosophy of teachers is a complex concept. This paper analyzes the concept and form of teaching philosophy, the connotation of the individual teaching philosophy of teachers, the difference between the individual teaching philosophy of teachers and the public teaching philosophy, and the content and characteristics of the individual teaching philosophy of teachers. The teacher's individual teaching philosophy is a special group of teachers to the primary and middle school teachers. Based on the investigation of the way of forming and expressing the teacher's individual teaching philosophy, the teacher's individual teaching philosophy, the forming process and the influencing factors of the teacher's individual teaching philosophy are presented. The study of the case, using the analytical framework of the teacher's individual teaching philosophy, makes an in-depth analysis of his personal learning experience, life experience, and teaching experience, trying to reflect the existence, characteristics, development and influence factors of the teacher's individual teaching philosophy.
The forming process of the teacher's individual teaching philosophy is a more complicated process, influenced by many factors. The mature individual teaching philosophy is the concentrated embodiment of the teacher's personal teaching theoretical accomplishment and practical wisdom. Its formation exists both in the continuous teaching practice and guiding the rationality and effectiveness of the teaching practice. The process of dynamic formation is the teacher's learning and internalization of the educational and teaching theories in different sources as the main body of teaching and the continuous introspection and self-organization of their own internal teaching experience. After three levels of transition, the teachers are gradually becoming perfect. Mark.
The expression of the teacher's individual teaching philosophy is the process of externalizing the teacher's personal and systematic teaching idea, the basic embodiment of the teacher's personal teaching discourse right and the right of behavior. It is the remarkable characteristic of the teacher's personal teaching activities except life and body existence, and the teacher's expression is also the existence and teaching of individual teaching. The expression of other people is based on the expression of teachers, and the understanding of teachers is the expression of teachers' individual teaching philosophy, which constitutes the cornerstone of the active and healthy development of the teacher's personal teaching life and the teaching world. There are two categories: speech expression and action expression. There are different forms of expression in each expression. That is, speech expression is divided into Teaching Metaphor, narrative and case, action expression is divided into action formula and teaching wisdom.
There is no doubt that teachers' professional development is a process of continuous improvement. In the course of practical teaching practice and professional development, the construction of personal teaching philosophy is not only helpful for teachers to realize the ideal of teaching, but also helps teachers to grow into effective teachers; and the formation of personal teaching philosophy is a teacher's teaching theory. It is an important indicator of the level of teachers' professional development and a theoretical guarantee for the formation of teachers' individualized teaching style. Therefore, the author believes that the construction of knowledge structure system, the improvement of the professional quality of teachers, the learning of peer teaching experience, the creation of a relaxed academic atmosphere, the strengthening of teaching rational reflection and the awakening of philosophical expression. Knowledge is an effective way for teachers to construct personal teaching philosophy.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G451

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