本文關(guān)鍵詞：師范生實(shí)踐性知識(shí)生成的個(gè)案研究　出處：《浙江師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 師范生 教育實(shí)習(xí) 教師實(shí)踐性知識(shí) 生成機(jī)制

【摘要】：教師實(shí)踐性知識(shí)是教師專(zhuān)業(yè)成長(zhǎng)過(guò)程中生成發(fā)展的一種特殊的知識(shí)形態(tài)。隨著教師研究轉(zhuǎn)向?qū)處煕Q策與教師思維的關(guān)注,教師個(gè)體理論研究的興起,教師實(shí)踐性知識(shí)研究已成為研究者關(guān)注的熱點(diǎn),認(rèn)識(shí)到教師實(shí)踐性知識(shí)在教師專(zhuān)業(yè)成長(zhǎng)中的重要性。但是已有研究成果多針對(duì)在職教師,很少涉及師范生,而師范生在職前教師教育階段如何生成發(fā)展自己的實(shí)踐性知識(shí)有待研究解決,師范生的教育實(shí)習(xí)是教師教育培養(yǎng)的重要環(huán)節(jié),也是實(shí)踐性知識(shí)生成的關(guān)鍵課程。因此,本研究針對(duì)師范生教育實(shí)習(xí)前后實(shí)踐性知識(shí)的生成進(jìn)行探究,以期為改進(jìn)當(dāng)前教師教育提供一些可資借鑒的知識(shí)基礎(chǔ)。 本研究采取個(gè)案研究的策略,運(yùn)用訪談、觀察、錄像分析和文件分析等方法收集研究數(shù)據(jù),擬探究以下四個(gè)問(wèn)題： 1.教育實(shí)習(xí)前,師范生生成了哪些實(shí)踐性知識(shí)? 2.教育實(shí)習(xí)前,哪些因素形塑了師范生的實(shí)踐性知識(shí)? 3.教育實(shí)習(xí)過(guò)程中,師范生的實(shí)踐性知識(shí)發(fā)生了怎樣的變化? 4.教育實(shí)習(xí)過(guò)程中,什么因素影響了師范生實(shí)踐性知識(shí)的變化? 經(jīng)過(guò)近兩年時(shí)間的探究,研究發(fā)現(xiàn)：師范生實(shí)踐性知識(shí)的生成因教育實(shí)習(xí)的特殊影響而區(qū)分為實(shí)習(xí)前與實(shí)習(xí)中兩個(gè)階段,前后階段師范生實(shí)踐性知識(shí)的生成有明顯的不同；師范生教育實(shí)習(xí)之前所生成的意象,在實(shí)習(xí)中得以保持并進(jìn)一步強(qiáng)化,以意象為核心的關(guān)于信念的知識(shí)對(duì)其它實(shí)踐性知識(shí)起支配作用；師范生實(shí)踐性知識(shí)的結(jié)構(gòu)從抽象到具體可以分為意象、實(shí)踐原則和實(shí)踐規(guī)則,由意象所導(dǎo)引而生成的實(shí)踐原則和實(shí)踐規(guī)則會(huì)視情境的不同而作調(diào)整；師范生教育實(shí)習(xí)中的實(shí)踐性知識(shí)相比實(shí)習(xí)前有明顯的增加,但部分實(shí)踐性知識(shí)因教育情境因素的影響也會(huì)停滯或倒退；影響師范生實(shí)踐性知識(shí)生成的因素可以分為個(gè)人方面、情境方面和其它方面三類(lèi),實(shí)習(xí)前后階段的影響因素有所差異,但情境方面的指導(dǎo)老師和個(gè)人方面的教學(xué)反思是最主要的影響因素；師范生實(shí)踐性知識(shí)的生成是師范生通過(guò)個(gè)人親自的實(shí)踐嘗試和確證,或通過(guò)替代性經(jīng)驗(yàn)的觀摩,經(jīng)由對(duì)教育教學(xué)經(jīng)驗(yàn)的反思,在實(shí)踐中持續(xù)建構(gòu)與修正而生成的。 研究建議,針對(duì)師范生而言,應(yīng)提高自我反思能力來(lái)促進(jìn)實(shí)踐性知識(shí)的生成；應(yīng)強(qiáng)化以先進(jìn)教育理念來(lái)開(kāi)展教育教學(xué)的信念；應(yīng)營(yíng)造真實(shí)的課堂試講環(huán)境來(lái)促進(jìn)實(shí)踐性知識(shí)的生成。針對(duì)教師教育機(jī)構(gòu)而言,應(yīng)開(kāi)設(shè)適當(dāng)課程,幫助師范生反思其現(xiàn)有意象；應(yīng)變革教學(xué)方式,加強(qiáng)實(shí)踐規(guī)則的教學(xué)；應(yīng)加強(qiáng)實(shí)習(xí)指導(dǎo),讓師范生讀懂指導(dǎo)老師授課背后的理念；應(yīng)改進(jìn)實(shí)習(xí)現(xiàn)狀,讓師范生多次長(zhǎng)時(shí)間接觸實(shí)習(xí)場(chǎng)景。
[Abstract]:Teachers' practical knowledge is a kind of special knowledge form of teachers' professional development in the process of growing up. With the teachers of teachers and teachers to study decision-making thinking about the rise of individual teachers of theoretical research, the research of teachers' practical knowledge has become a hot point for researchers, recognizing the practical knowledge of teachers in the professional growth of teachers the importance of the existing research results. But for many teachers, rarely involved in college students, and students of teacher education development stage how to generate the study and solve practical knowledge to their students, educational practice is an important link of education and training of teachers, but also the practical key course of knowledge generation. Therefore, this study to explore the education practice and practical knowledge generation, in order to improve the current teacher education to provide some reference knowledge base The foundation.
This research adopts the case study method, through interviews, observation, video analysis and document analysis method to collect data. The research intends to explore the following four questions:
1. education before practice, students generate what practical knowledge?
2. education before practice, practical knowledge of the factors which shape the students?
3. in practice, what happens to the practical knowledge of normal school students?
4. in practice, what factors affect the normal students' practical knowledge of change?
After nearly two years of exploration, the study found that the normal students' practical knowledge generation effect due to special education practice is divided into two stages: before practice and practice, the stage before and after the normal students practical knowledge generation are significantly different; normal students' education practice before the generated image is maintained and further strengthened in practice, a dominant role in the image as the core on the belief in the knowledge of other practical knowledge; normal students practical knowledge structure from the abstract to the concrete can be divided into image, principle of practice and practice, guided by the image and practice principles and practice of rule generation will be different for the situation adjustment; practical knowledge of the education practice in practice has increased significantly, but some practical knowledge of education due to the impact of situational factors will affect the normal stagnation or retrogression; Students practice factors of knowledge generation can be divided into individual situations, and other aspects of three kinds of factors affecting the practice stages vary, but the teacher teaching reflection and personal contexts is the main influence factors; student teachers' practical knowledge is generated by the normal person practice and confirmation, or by observing the vicarious experience, through Reflection on education and teaching experience, in the practice of continuous construction and modification of generation.
Research suggests that, for normal students, we should improve the capacity of self reflection to promote the practice of knowledge generation; should be established with advanced education ideas to carry out education and teaching beliefs; classroom teaching should create a real environment to promote the formation of practical knowledge. In view of teacher education institutions should set up the appropriate curriculum, help students to reflect on the existing image; should change teaching methods, strengthening the practice of teaching the rules; we should strengthen the guidance of practice, let the students understand the teacher teaching idea behind; should improve the practice situation, allowing students to practice repeatedly for a long time to contact the scene.

【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G652

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