論教師情境知識及其生成
發(fā)布時間：2019-02-15 07:48
【摘要】：教師知識專業(yè)化發(fā)展是教師專業(yè)發(fā)展的重要構(gòu)成內(nèi)容,隨著研究者們對知識特質(zhì)認識的加深,教師知識的情境性、個人性、實踐性獲得了越來越多的認可和重視。探索教師情境知識,有助于我們更深刻地理解教師知識與其教學(xué)行為之間的關(guān)系,更全面地把握教師知識在工作實踐中的生成過程和影響因素,從而尋找出有效促進教師專業(yè)發(fā)展的道路。 本研究旨在通過梳理相關(guān)理論,結(jié)合教育實踐,加深對教師情境知識的理解；并以此為基礎(chǔ),更加有效地指導(dǎo)教師進行專業(yè)化發(fā)展。本研究以文獻法和訪談法為主要研究方法：通過收集大量教師情境知識的有關(guān)研究成果,總結(jié)出教師情境知識的發(fā)展歷史、趨勢、不同研究流派、尚存在的問題等。并且,筆者通過到H省五所農(nóng)村小學(xué)進行實地調(diào)查訪談,獲得了大量反映教師情境知識發(fā)展現(xiàn)狀的真實素材。 本研究認為,教師情境知識是教師在實踐行動中與教育情境互動的產(chǎn)物,它對教師的教育教學(xué)工作頻繁地產(chǎn)生影響。目前,許多教師的情境知識存在著不同程度的非整合化、矛盾化、固化等問題,并且許多教師欠缺發(fā)展和共享情境知識的意識,以及適當(dāng)?shù)姆椒�。新手教師群體中更是普遍存在著情境知識儲備不足的問題。這與教師情境知識非邏輯的生成過程、矛盾的教育情境自身有關(guān)。并且,教師職業(yè)倦怠、缺乏自我發(fā)展的自信心、職前職后都未得到足夠的關(guān)于情境知識的培養(yǎng)教育也是導(dǎo)致上述問題的原因。針對于此,筆者認為要促進教師情境知識的生成,需要著力培養(yǎng)教師的發(fā)展意識,營造有利于情境知識生成的環(huán)境,鼓勵教師間交流,督促教師落實建構(gòu)情境知識的具體行為,運用適宜的方法開展教育教學(xué)研究。同時,還要酌情增加各類教師教育中的情境化內(nèi)容。
[Abstract]:The professional development of teachers' knowledge is an important component of teachers' professional development. With the deepening of researchers' understanding of the characteristics of knowledge, the situational, personal and practical nature of teachers' knowledge has gained more and more recognition and attention. Exploring teachers' situational knowledge is helpful for us to understand the relationship between teachers' knowledge and their teaching behavior, and to grasp the forming process and influencing factors of teachers' knowledge in working practice. In order to find out an effective way to promote the professional development of teachers. The purpose of this study is to deepen the understanding of teachers' situational knowledge through combing relevant theories and educational practice, and to guide teachers' professional development more effectively. The main research methods of this study are literature method and interview method: through collecting a large number of research results of teachers' situational knowledge, the development history, trend, different research schools and existing problems of teachers' situational knowledge are summarized. In addition, through the field investigation and interview in five rural primary schools in H province, the author obtained a large number of real materials reflecting the development of teachers' situational knowledge. This study holds that teachers' situational knowledge is the product of teachers' interaction with educational situations in practical actions, and it has a frequent impact on teachers' educational and teaching work. At present, many teachers' situational knowledge has some problems, such as non-conformity, contradiction, solidification and so on. Moreover, many teachers lack the consciousness of developing and sharing situational knowledge and appropriate methods. The problem of lack of situational knowledge is common in novice teachers. This is related to the non-logical process of teachers' situational knowledge and the contradictory educational situation itself. Moreover, teachers' job burnout, lack of self-confidence of self-development and insufficient training of situational knowledge after pre-service are also the causes of the above problems. In order to promote the formation of teachers' situational knowledge, the author thinks that it is necessary to cultivate teachers' developing consciousness, to create an environment conducive to the generation of situational knowledge, to encourage teachers to communicate with each other, and to urge teachers to carry out concrete behaviors of constructing situational knowledge. Using appropriate methods to carry out educational and teaching research. At the same time, we should increase the situational content in all kinds of teachers' education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G451
本文編號：2423119
[Abstract]:The professional development of teachers' knowledge is an important component of teachers' professional development. With the deepening of researchers' understanding of the characteristics of knowledge, the situational, personal and practical nature of teachers' knowledge has gained more and more recognition and attention. Exploring teachers' situational knowledge is helpful for us to understand the relationship between teachers' knowledge and their teaching behavior, and to grasp the forming process and influencing factors of teachers' knowledge in working practice. In order to find out an effective way to promote the professional development of teachers. The purpose of this study is to deepen the understanding of teachers' situational knowledge through combing relevant theories and educational practice, and to guide teachers' professional development more effectively. The main research methods of this study are literature method and interview method: through collecting a large number of research results of teachers' situational knowledge, the development history, trend, different research schools and existing problems of teachers' situational knowledge are summarized. In addition, through the field investigation and interview in five rural primary schools in H province, the author obtained a large number of real materials reflecting the development of teachers' situational knowledge. This study holds that teachers' situational knowledge is the product of teachers' interaction with educational situations in practical actions, and it has a frequent impact on teachers' educational and teaching work. At present, many teachers' situational knowledge has some problems, such as non-conformity, contradiction, solidification and so on. Moreover, many teachers lack the consciousness of developing and sharing situational knowledge and appropriate methods. The problem of lack of situational knowledge is common in novice teachers. This is related to the non-logical process of teachers' situational knowledge and the contradictory educational situation itself. Moreover, teachers' job burnout, lack of self-confidence of self-development and insufficient training of situational knowledge after pre-service are also the causes of the above problems. In order to promote the formation of teachers' situational knowledge, the author thinks that it is necessary to cultivate teachers' developing consciousness, to create an environment conducive to the generation of situational knowledge, to encourage teachers to communicate with each other, and to urge teachers to carry out concrete behaviors of constructing situational knowledge. Using appropriate methods to carry out educational and teaching research. At the same time, we should increase the situational content in all kinds of teachers' education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G451
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，本文編號：2423119
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