本文選題：標志性教學法 + 學科教學知識��； 參考：《上海師范大學》2012年碩士論文

【摘要】：近年來，教師專業(yè)化在國內(nèi)的學術(shù)研究中得到愈來愈多的關(guān)注，由此對于與之相關(guān)的“標志性教學法”及其對教師專業(yè)發(fā)展的作用的探討也受到了極大的關(guān)注。然而，從筆者目前掌握的文獻資料來看，關(guān)于教師教育領(lǐng)域“標志性教學法”體系的理論研究卻相當匱乏，大多數(shù)文章都只是僅僅隱約地提到，而談不上系統(tǒng)的理論研究。因此，對這一問題的深入研究具有極大的理論和現(xiàn)實意義。本研究試圖通過采用文獻研究、資料分析的方法對教師專業(yè)化、“標志性教學法”的概念及特點，標志性教學法的理論依據(jù)以及何為標志性教學法的最佳實踐等問題進行深入的考察與探討，加深人們對教師專業(yè)化的認識，引發(fā)對“標志性教學法”與學科教育知識等問題的思考，同時也給今后教師教育領(lǐng)域“標志性教學法”的研究提供一定的借鑒與參考。 論文的研究內(nèi)容共分為四個部分： 第一章緒論部分主要是關(guān)于問題的背景、意義與價值的呈現(xiàn)，，研究的目的的闡述、研究思路與方法的描述。 第二章是基于文獻的理論分析，包括“標志性教學法”的概念，專業(yè)教育的概念，比較了可參考專業(yè)領(lǐng)域與準專業(yè)領(lǐng)域的“標志性教學法”，考察了“標志性教學法”的特點以及對“標志性教學法”在教師專業(yè)化的作用的分析。 第三章闡明了標志性教學法的理論基石即教師學科教學知識PCK（Pedagogical Content Knowledge)。在該章節(jié)中系統(tǒng)地介紹了PCK的概念、相關(guān)的主要研究成果與理論，并且討論了教師學科教學知識與標志性教學法之間的關(guān)系。通過標志性教學法可幫助準教師獲得PCK。 第四章主要是從理論與實踐層面對“標志性教學法”進行了詳細的分析與探討，逐一闡述了標志性教學法所包含的具體表現(xiàn)形式，其中包括案例教學的緣起、概念、特點與挑戰(zhàn)；師徒制的概念、作用、價值等；以及行為研究與行為學習等內(nèi)容。并以教師學科教學知識（PCK)理論為基礎(chǔ)，解釋了教師教育領(lǐng)域“標志性教學法”等概念的重要性，為“標志性教學法”的研究提供一些思路。 結(jié)語部分則是簡要總結(jié)了本研究的意義、價值以及今后的研究方向等內(nèi)容。
[Abstract]:In recent years, teachers' specialization has been paid more and more attention in the academic research in China, so the discussion on the "symbolic teaching method" and its role in teachers' professional development has also received great attention.However, according to the literature that the author has at present, the theoretical research on the "iconic teaching method" system in the field of teacher education is rather scarce, and most of the articles are only vaguely mentioned, not systematic theoretical research.Therefore, the in-depth study of this issue has great theoretical and practical significance.This research attempts to use the literature research, the data analysis method to professionalize the teacher, "the iconic teaching method" the concept and the characteristic,The theoretical basis of the symbolic teaching method and the best practice of the iconic teaching method are investigated and discussed in order to deepen people's understanding of the specialization of teachers.It also provides reference and reference for the future study of "symbolic teaching method" in the field of teacher education.The research content of the thesis is divided into four parts:The first chapter is mainly about the background of the problem, the presentation of significance and value, the purpose of the study, the description of research ideas and methods.The second chapter is based on the theoretical analysis of literature, including the concept of "iconic teaching method" and the concept of professional education.This paper investigates the characteristics of "iconic teaching method" and analyzes the role of "iconic teaching method" in teacher specialization.The third chapter expounds the theoretical foundation of the iconic teaching method, that is, PCK(Pedagogical Content knowledge.In this chapter, the concept of PCK, related main research results and theories are systematically introduced, and the relationship between teacher's teaching knowledge and symbolic teaching method is discussed.Through the symbolic teaching method can help the prospective teacher to obtain the PCK.The fourth chapter is mainly from the theoretical and practical aspects of the "iconic teaching method" detailed analysis and discussion, one by one elaborated the iconic teaching including the specific forms of expression, including the origin of case teaching, the concept.Characteristics and challenges; the concept, role, value of the master and apprenticeship system; and behavioral research and behavioral learning.Based on the theory of PCK, this paper explains the importance of the concept of "iconic teaching method" in the field of teacher education, and provides some ideas for the study of "iconic teaching method".The conclusion is a brief summary of the significance, value and future research direction of this study.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G652.4

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