对外汉语新手教师实践性知识生成的个案研究
发布时间：2018-09-09 16:28
【摘要】：教师的实践性知识是教师在教育教学实践中生成并不断建构形成的知识体系,教师要获得专业水平上的提高,必须不断丰富自身的实践性知识,然而不少新手教师缺乏专业自觉意识和自主发展能力,阻碍了教师个人的专业成长。本文运用个案研究,结合课堂观察和教师访淡,分别从横向和纵向两个角度出发,分析研究对象实践性知识静态的结构内容及其动态的发展机制,描绘对外汉语新手教师实践性知识更新的路径,最后提出相应策略,以促进对外汉语教师师资队伍的建设与培养。 本研究的主要内容由以下五个部分构成： 第一章绪论,介绍研究背景、目的与意义,并通过研读相关文献资料,对国内、国外、外语教学领域和对外汉语领域有关教师实践性知识的研究进行梳理,并加以评述。 第二章研究方法与设计,选定一所高校的对外汉语教师俞老师作为研究对象,结合文献资料、课堂观察和访淡对俞老师的实践性知识生成与发展进行探寻。 第三章俞老师实践性知识的构成,首先呈现其他学者对教师知识和教师实践性知识构成的不同划分方法,评析两者之间的关系,然后确定以陈向明关于实践性知识构成的框架分析俞老师实践性知识的内容,包括俞老师关于自我的知识、关于科目的知识、关于学生的知识、关于教育情境的知识。 第四章俞老师实践性知识的生成,以俞老师正式从事教学工作的时间为分界点,围绕访谈内容和课堂观摩,先是探讨俞老师刚入职时实践性知识的来源,包括个人外语学习经历、专业学习经历和教学实践经历；其次运用案例例证学生、教师、教学手段、教学环境在教师实践性知识建构过程中所起的作用,生成教师实践性知识更新路径图,剖析各种因素在对外汉语新手教师实践性知识生成过程中是如何作用的。 第五章综合个案研究结果,提出若干提升对外汉语新手教师实践性知识生成和发展的策略。
[Abstract]:Teachers' practical knowledge is the knowledge system that teachers produce and construct constantly in the practice of education and teaching. In order to improve their professional level, teachers must constantly enrich their own practical knowledge. However, many novice teachers lack professional consciousness and ability to develop independently, which hinders their professional growth. Based on the case study, combined with classroom observation and teacher interview, this paper analyzes the static structural content and dynamic development mechanism of the practical knowledge of the research object from the horizontal and vertical perspectives, respectively. This paper describes the path of the renewal of practical knowledge of the novice teachers of Chinese as a foreign language, and finally puts forward the corresponding strategies to promote the construction and training of teachers of Chinese as a foreign language. The main content of this study consists of the following five parts: the first chapter introduces the background, purpose and significance of the research. The research on teachers' practical knowledge in the field of foreign language teaching and Chinese as a foreign language is reviewed and reviewed. In the second chapter, the author chooses Yu, a teacher of Chinese as a foreign language teacher in a university, as the research object, and explores the formation and development of Yu's practical knowledge by classroom observation and interview. In the third chapter, the composition of teacher Yu's practical knowledge first presents different methods of dividing teacher's knowledge and teacher's practical knowledge, and analyzes the relationship between them. Then it is determined to analyze the content of Yu's practical knowledge with Chen Xiangming's framework on the composition of practical knowledge, including teacher Yu's knowledge about himself, subjects, students and educational situation. Chapter 4: the generation of Yu's practical knowledge, taking the time when she was formally engaged in teaching work as the demarcation point, focusing on the contents of interviews and classroom observation, first exploring the source of practical knowledge when Mr. Yu first entered the profession. It includes personal foreign language learning experience, professional learning experience and teaching practice experience. Secondly, the role of students, teachers, teaching means and teaching environment in the process of teachers' practical knowledge construction is illustrated by case studies. Generating the path map of teachers' practical knowledge updating and analyzing how all kinds of factors play a role in the process of teachers' practical knowledge generation of new teachers of Chinese as a foreign language (TCFL). Chapter 5 synthesizes the result of case study and puts forward some strategies to improve the practical knowledge generation and development of the novice teachers of Chinese as a foreign language.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
本文编号：2232945
[Abstract]:Teachers' practical knowledge is the knowledge system that teachers produce and construct constantly in the practice of education and teaching. In order to improve their professional level, teachers must constantly enrich their own practical knowledge. However, many novice teachers lack professional consciousness and ability to develop independently, which hinders their professional growth. Based on the case study, combined with classroom observation and teacher interview, this paper analyzes the static structural content and dynamic development mechanism of the practical knowledge of the research object from the horizontal and vertical perspectives, respectively. This paper describes the path of the renewal of practical knowledge of the novice teachers of Chinese as a foreign language, and finally puts forward the corresponding strategies to promote the construction and training of teachers of Chinese as a foreign language. The main content of this study consists of the following five parts: the first chapter introduces the background, purpose and significance of the research. The research on teachers' practical knowledge in the field of foreign language teaching and Chinese as a foreign language is reviewed and reviewed. In the second chapter, the author chooses Yu, a teacher of Chinese as a foreign language teacher in a university, as the research object, and explores the formation and development of Yu's practical knowledge by classroom observation and interview. In the third chapter, the composition of teacher Yu's practical knowledge first presents different methods of dividing teacher's knowledge and teacher's practical knowledge, and analyzes the relationship between them. Then it is determined to analyze the content of Yu's practical knowledge with Chen Xiangming's framework on the composition of practical knowledge, including teacher Yu's knowledge about himself, subjects, students and educational situation. Chapter 4: the generation of Yu's practical knowledge, taking the time when she was formally engaged in teaching work as the demarcation point, focusing on the contents of interviews and classroom observation, first exploring the source of practical knowledge when Mr. Yu first entered the profession. It includes personal foreign language learning experience, professional learning experience and teaching practice experience. Secondly, the role of students, teachers, teaching means and teaching environment in the process of teachers' practical knowledge construction is illustrated by case studies. Generating the path map of teachers' practical knowledge updating and analyzing how all kinds of factors play a role in the process of teachers' practical knowledge generation of new teachers of Chinese as a foreign language (TCFL). Chapter 5 synthesizes the result of case study and puts forward some strategies to improve the practical knowledge generation and development of the novice teachers of Chinese as a foreign language.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
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