【摘要】：隨著幼兒教師專業(yè)發(fā)展相關(guān)研究的不斷深化,幼兒教師實(shí)踐性知識的重要性也日益凸顯。實(shí)踐性知識作為連接理論與實(shí)踐的橋梁,在深化理論學(xué)習(xí)、提高實(shí)踐水平的過程中扮演著重要的角色。當(dāng)前,幼兒教師實(shí)踐性知識的研究主要從整體出發(fā),集中探討其內(nèi)涵外延、內(nèi)容結(jié)構(gòu)、生成過程等問題;缺乏從局部出發(fā),考察幼兒教師某一領(lǐng)域?qū)嵺`性知識運(yùn)用的研究。然而幼兒園一日生活活動的種類較多,可以劃分為生活活動、游戲活動、學(xué)習(xí)活動,不同類型的活動對幼兒教師的專業(yè)知識具有不同的要求,因此從某一種活動類型出發(fā),探討幼兒教師的實(shí)踐性知識具有一定的理論價(jià)值與實(shí)踐意義。生活活動是幼兒園班級活動的重要組成部分,蘊(yùn)含著豐富的教育契機(jī)。如何定位教師在生活活動中的角色,理解生活活動的價(jià)值,提高生活活動的有效性等,都與幼兒教師的實(shí)踐性知識息息相關(guān)。因此,本研究從幼兒園班級生活活動的角度出發(fā),探尋幼兒教師的實(shí)踐性知識。研究者在敘事研究思想的指導(dǎo)下,深入幼兒園班級,通過觀察與訪談收集教師與幼兒生活活動的故事,挖掘故事背后的意義,以此折射一位優(yōu)秀幼兒教師的實(shí)踐性知識,橫向呈現(xiàn)生活活動中該教師關(guān)于自我的知識、關(guān)于學(xué)科的認(rèn)識、關(guān)于幼兒的知識以及相關(guān)情境的知識。本研究一共分為六個(gè)部分:第一部分問題提出,在梳理研究背景的基礎(chǔ)上,圍繞教師實(shí)踐性知識、生活活動、敘事研究三方面內(nèi)容,對前人研究成果進(jìn)行學(xué)習(xí)與總結(jié),并明確自己的研究設(shè)計(jì)、過程以及敘事邏輯。第二部分認(rèn)識我自己,是對該教師生活活動中關(guān)于自我的知識的呈現(xiàn),包括自我角色認(rèn)知、自我效能感兩個(gè)方面。第三部分關(guān)于生活活動的認(rèn)識,是從價(jià)值、資源以及開展路徑三個(gè)角度呈現(xiàn)該教師對生活活動的認(rèn)識與理解。第四部分生活活動中的幼兒,體現(xiàn)了該教師在生活活動中關(guān)于幼兒的知識,從理解幼兒的方式、幼兒的角色地位以及因材施教三個(gè)方面進(jìn)行展現(xiàn)。第五部分生活活動的境與人,從生活活動的不同情境及相關(guān)人物兩個(gè)角度,展現(xiàn)該教師生活活動的情境知識。第六部分反思與建議,包括研究者對該教師生活活動實(shí)踐性知識的解讀,以及對研究方法、不足之處的反思,并就如何促進(jìn)幼兒教師實(shí)踐性知識發(fā)展的問題對幼兒園管理者及教師自身提出幾點(diǎn)建議。
[Abstract]:With the deepening of related research on preschool teachers' professional development, the importance of preschool teachers' practical knowledge is becoming increasingly prominent. As a bridge between theory and practice, practical knowledge plays an important role in deepening theoretical learning and improving practical level. At present, the research of preschool teachers' practical knowledge mainly starts from the whole, focuses on its connotation extension, content structure, generation process and so on, and lacks the research on the application of practical knowledge in a certain field of kindergarten teachers from the local point of view. However, there are many kinds of daily life activities in kindergartens, which can be divided into life activities, games activities, learning activities, and different types of activities, which have different demands on the professional knowledge of kindergarten teachers. It is of certain theoretical value and practical significance to probe into the practical knowledge of preschool teachers. Life activity is an important part of kindergarten class activity, which contains abundant educational opportunity. How to locate the role of teachers in life activities, understand the value of life activities, and improve the effectiveness of life activities are closely related to the practical knowledge of preschool teachers. Therefore, this study explores the practical knowledge of kindergarten teachers from the perspective of kindergarten class life activities. Under the guidance of narrative research thought, the researcher goes deep into the kindergarten class, collects the stories of teachers and children's life activities through observation and interview, and excavates the meaning behind the story, so as to reflect the practical knowledge of an excellent preschool teacher. Horizontal presentation of the teacher's knowledge about himself, about the subject, about the knowledge of young children and related situations in the activities of life. This research is divided into six parts: the first part of the question put forward, on the basis of combing the research background, focusing on the teachers' practical knowledge, life activities, narrative research three aspects, learning and summarizing the previous research results. And clarify their own research design, process and narrative logic. The second part is the presentation of self-knowledge in the teacher's life activities, including self-role cognition and self-efficacy. The third part presents the teacher's understanding of life activities from three angles: value, resources and development path. The fourth part of the life activities of the children, reflects the teacher's life activities about the knowledge of children, from the understanding of the manner of the child, the role of the child as well as the teaching of three aspects. In the fifth part, the situation knowledge of the teacher's life activities is displayed from the different situations and related characters of the life activities. The sixth part is the reflection and suggestions, including the researcher's interpretation of the practical knowledge of the teacher's life activities, as well as the reflection on the research methods and shortcomings. Some suggestions on how to promote the development of kindergarten teachers' practical knowledge are put forward to the kindergarten managers and teachers themselves.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

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