【摘要】： 我從事教師培訓(xùn)工作已有15年,在工作中,我發(fā)現(xiàn):每個(gè)中小學(xué)教師都有其個(gè)人教育理論,教師個(gè)人教育理論直接支配和指引著教師個(gè)人的教育教學(xué)實(shí)踐。許多教師的個(gè)人教育理論中包含著豐富的內(nèi)容,并且不乏許多合理的傾向,但是為什么他們只是一個(gè)一般的老師,他們和專家型教師的差距在哪兒呢?如何才能成為專家型教師,這是每一個(gè)教師都應(yīng)該考慮的問題,因?yàn)槲覀儑姨狈Α⑻枰獙＜倚徒處熈��；诖?本研究立足于對(duì)專家型教師現(xiàn)狀的把握,對(duì)專家型教師個(gè)人教育理論的實(shí)然狀況展開研究,希望能夠發(fā)現(xiàn)專家型教師的個(gè)人教育理論的獨(dú)特之處和專家型教師的特點(diǎn),為普通教師盡快成為專家型教師提供借鑒,讓中小學(xué)教師能夠從對(duì)具體情境的描述和分析中得到一定的啟發(fā)。 敘事研究以研究者本人為研究工具,采取自下而上的研究方式,同時(shí),在敘述過程中不斷進(jìn)行反思,借以展開對(duì)以往教學(xué)事件的理性思維,構(gòu)建對(duì)教育意義的真正理解和詮釋。敘事研究作為教育經(jīng)驗(yàn)的一種理論方式,在理解與更新教師的個(gè)人教育理論中,具有獨(dú)特的優(yōu)勢。因此,本研究采用敘事研究的方法,邀請(qǐng)一位專家型教師作為研究對(duì)象。我走進(jìn)教師的生活世界,在自然的情景下,對(duì)研究對(duì)象做細(xì)致的觀察和了解。在聽課、訪談、分析資料的基礎(chǔ)上,我采用敘事的方式描述研究對(duì)象的經(jīng)驗(yàn)、行為,使教師個(gè)人教育理論自然地展現(xiàn)在讀者面前。本研究通過建構(gòu)一組研究對(duì)象的教學(xué)故事,展現(xiàn)研究對(duì)象的個(gè)人教育理論存在的真實(shí)場景,基于故事,嘗試對(duì)研究對(duì)象個(gè)人教育理論的內(nèi)涵做個(gè)人的解讀,然后通過研究對(duì)象的教育教學(xué)故事把握個(gè)人教育理論發(fā)展的脈絡(luò),理解和反思專家型教師個(gè)人教育理論的現(xiàn)狀、成因、特點(diǎn)及改善的可能路徑。 本研究通過對(duì)一專家型教師進(jìn)行敘事研究,對(duì)研究對(duì)象的學(xué)生觀、教師觀、教學(xué)觀進(jìn)行發(fā)具體的分析,理解了專家型教師個(gè)人教育理論的實(shí)然狀況。本研究劃分了專家型教師個(gè)人教育理論的發(fā)展階段,論述了專家型教師個(gè)人教育理論的形成及改善的路徑,發(fā)現(xiàn)了專家型教師個(gè)人教育理論的發(fā)展特點(diǎn):1、個(gè)人教育理論最初是以自發(fā)的形式存在的,但經(jīng)過反思,已經(jīng)達(dá)到了意識(shí)化;2、通過反思使零散的、龐雜的個(gè)人教育理論實(shí)現(xiàn)了系統(tǒng)化;3、從封閉、孤立逐漸走向動(dòng)態(tài)、開放;4、個(gè)人教育理論在運(yùn)作上從游移、不確定達(dá)到了確定;5、擯棄了工具理性傾向,內(nèi)容具有先進(jìn)性。進(jìn)而從專家型教師個(gè)人教育理論的發(fā)展看到了專家型教師的特點(diǎn):專家型教師善于質(zhì)疑看似沒有問題的問題,專家型教師積極回應(yīng)挑戰(zhàn),專家型教師專業(yè)發(fā)展的過程就是其人格完善的過程。在此基礎(chǔ)上,找到了專家型教師的成長與發(fā)展的關(guān)鍵因素:強(qiáng)烈的職業(yè)認(rèn)同感、工作中關(guān)鍵事件的恰當(dāng)處理、職業(yè)生涯的合理規(guī)劃、專業(yè)成長中的堅(jiān)持與突破。
[Abstract]:I have been engaged in teacher training for 15 years. In my work, I have found that every primary and secondary school teacher has his or her own educational theory, and the teacher's personal education theory directly governs and guides the teacher's personal teaching practice. Many teachers' personal education theory contains rich contents and many reasonable tendencies, but why are they just a general teacher, where is the gap between them and expert teachers? How to become an expert teacher is a problem that every teacher should consider, because our country is too scarce, too need expert teacher. Based on this, this study is based on the understanding of the current situation of expert teachers, and the actual situation of expert teachers' personal education theory, hoping to find the unique features of expert teachers' personal education theory and the characteristics of expert teachers. To provide reference for ordinary teachers to become expert teachers as soon as possible, so that primary and secondary school teachers can get some inspiration from the description and analysis of specific situations. The narrative research takes the researcher himself as the research tool, adopts the bottom-up research method, at the same time, carries on the reflection unceasingly in the narration process, in order to launch the rational thought to the past teaching event, constructs the true understanding and the explanation to the educational significance. As a theoretical way of educational experience, narrative research has a unique advantage in understanding and renewing teachers' personal education theory. Therefore, this study adopts the narrative research method, inviting an expert teacher as the research object. I walked into the teacher's life world, in the natural situation, to study the object of careful observation and understanding. On the basis of listening, interviewing and analyzing the materials, I use the narrative method to describe the experience and behavior of the research object, so that the teacher's personal education theory can be displayed naturally in front of the readers. By constructing the teaching stories of a group of research objects, this study shows the real scene of the object's personal education theory. Based on the story, it tries to make a personal interpretation of the connotation of the research object's personal education theory. Then through the educational and teaching stories of the object of study to grasp the context of the development of personal education theory, to understand and reflect on the current situation, causes, characteristics and possible ways to improve the personal education theory of expert teachers. Through the narrative study of an expert teacher, the author makes a concrete analysis of the students' view, the teacher's view and the teaching view of the research object, and understands the actual situation of the expert teacher's personal education theory. This research divides the development stage of the expert teacher's personal education theory, discusses the formation and the improvement path of the expert teacher's personal education theory. We have discovered the development feature of the expert teacher's personal education theory: 1. The personal education theory initially existed in a spontaneous form, but after reflection, it has already reached the level of consciousness and scattered through reflection. The complex personal education theory has realized the systematization and three, from closed, isolated gradually to dynamic, open to four, the personal education theory in operation from wandering, uncertain to determine 5, abandoned the tool rational tendency, the content has the advanced nature. From the development of individual education theory of expert teachers, we can see the characteristics of expert teachers: expert teachers are good at questioning seemingly no problems, expert teachers actively respond to the challenges. The process of professional development of expert teachers is the process of perfecting their personality. On this basis, the key factors for the growth and development of expert teachers are found: a strong sense of professional identity, proper handling of key events in the work, rational planning of professional career, and persistence and breakthrough in professional growth.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G451.1

【引證文獻(xiàn)】

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8 張倩;一位高中歷史教師專業(yè)成長的敘事探究[D];華中師范大學(xué);2012年

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