解释学视域下化学教师实践性知识的反思性的研究

发布时间：2018-02-23 16:49

本文关键词： 实践性知识化学教师反思性解释学　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师是课程改革的核心,化学教师是教师群体的重要组成部分,提高化学教师的专业素养有助于课程改革的实施。课堂教学实践是一种集复杂性、变化性和情境性于一体的活动,教师实践性知识能反映在课堂教学实践中处于主导地位的教师的教学实践水平。对化学教师实践性知识的重视和研究有助于化学教师的专业发展、有利于化学课堂的良性发展。因此,对化学教师实践性知识的特性之一—反思性的研究很有必要。本研究以解释学作为理论基础。解释学作为后现代主要的哲学流派在西方逐步兴起。哲学解释学认为理解是世界存在的根本方式,而教育教学活动是以培养人为目标的人类活动,它能帮助塑造人的精神世界。这两者之间存在着微妙的联系,将解释学的思想引入教育教学领域,研究课堂教学中化学教师实践性知识的反思性大有裨益。笔者运用了文献法、访谈法、课堂观察法进行研究。通过对国内外文献的研究综述,了解教师实践性知识的研究现状和亟待解决的问题。基于解释学理论,构建课堂教学过程中教师、学生、教学内容之间相互作用的模型,结合中学化学教师在课堂教学中表现出来的反思过程的案例。论证化学教师实践性知识具有反思性和默会性辩证统一的特性,同时反思是化学教师实践性知识生成的重要途径。在理论研究的基础上,提出从内部和外部两个方向提高化学教师实践性知识,培养反思型化学教师的方法,为化学教师的专业发展提供实践指导。
[Abstract]:Teachers are the core of curriculum reform, chemistry teachers are an important part of teachers' group, improving chemistry teachers' professional accomplishment is helpful to the implementation of curriculum reform. Classroom teaching practice is a kind of complexity. Changing and situational activities, The practical knowledge of teachers can reflect the teaching practice level of teachers who are in the leading position in classroom teaching practice. The attention and research on the practical knowledge of chemistry teachers is helpful to the professional development of chemistry teachers. It is beneficial to the benign development of chemistry classroom. It is necessary to study one of the characteristics of chemical teachers' practical knowledge, that is, reflection. This study takes hermeneutics as the theoretical basis. Hermeneutics, as the main philosophical school in the post-modern era, is gradually emerging in the West. The philosophical hermeneutics is recognized. To understand is the fundamental way the world exists, The educational and teaching activities are human activities aimed at cultivating human beings, which can help to shape the spiritual world of human beings. There is a subtle connection between the two, and the hermeneutics is introduced into the field of education and teaching. It is beneficial to study the reflective nature of practical knowledge of chemistry teachers in classroom teaching. The author uses literature method, interview method and classroom observation method to study. Based on the theory of hermeneutics, a model of interaction among teachers, students and teaching contents in classroom teaching is established. Combining with the case of the reflective process of chemistry teachers in the classroom teaching, this paper demonstrates that the practical knowledge of chemistry teachers has the characteristics of reflection and tacit dialectical unity. At the same time, reflection is an important way for chemical teachers to produce practical knowledge. On the basis of theoretical research, this paper puts forward a method to improve the practical knowledge of chemistry teachers in both internal and external directions and to cultivate reflective chemistry teachers. To provide practical guidance for the professional development of chemistry teachers.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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