教育实习中职前教师实践性知识习得研究

发布时间：2018-11-03 11:12

【摘要】：教师实践性知识是教师在进行教学过程中受其支配的一种综合性知识,是对教学经验进行反思并通过实践活动做出来的关于教学的知识,对教师的教学活动发挥着潜移默化的作用。在对教师专业化要求越来越高的背景下,教师的实践性知识也逐渐受到重视,职前教师的实践性知识习得,不仅影响着职前教师自身的专业知识结构和专业能力,更是影响着教师教育的培养质量,进一步对我国基础教育的发展也注入新的活力。教育实践课程作为职前教师进行教学实践的最主要途径,其中的教育实习更是为职前教师实践性知识的习得提供了至关重要的实践场域,尤其是2011年《教师教育课程标准(试行)》颁布后,更是对教师教育的“实践取向”提出诉求,因此,研究职前教师在教育实习中实践性知识的习得就显得尤为必要,并从课程的角度尝试提出能够促进职前教师实践性知识习得的途径。本研究分为六个部分:第一部分为绪论,主要介绍本文的研究缘起,对国内外关于职前教师实践性知识习得及教育实习的相关研究进行整理,概括已获得的成就,为本文的研究提供理论支撑,并反思已有研究的不足,尝试突破和改进的地方;对文章的研究思路及方法进行介绍,并对本研究所使用核心概念进行界定。第一章主要阐释职前教师实践性知识与教育实习的相关理解。首先对教师实践性知识的相关概念厘定,分析职前教师实践性知识的应然构成,并在研究者的研究基础上分析职前教师实践性知识的生成路径;其次明确教育实习对职前教师实践性知识习得的特殊意义;再则,对教育实习实施原则进行分析,以此为研究教育实习中习得实践性知识提供保障。第二章针对职前教师实践性知识的习得现状进行实然探析。通过对刚刚结束教育实习的大四师范专业的学生进行调查及对指导教师进行访谈,在对统计所得数据进行分析后,得出当前职前教师实践性知识习得存在以下问题:职前教师对实践性知识的认识薄弱、忽视对教育信念的培养、对策略性知识认识不够清晰、职前教师自我反思不够深入等;第三章分析在教育实习中,职前教师实践性知识习得缺失的原因,主要有四方面:实践性知识自身的抽象性;职前教师自身获取意识薄弱;高校忽视对职前教师实践性知识的培养;教育实习实施保障措施缺失。第四章则针对缺失原因,尝试从教育实习课程的角度提出凸显职前教师实践性知识习得的策略,主要从教育实习的目标、教育实习的组织、教育实习的实施、教育实习的保障上提出相应的改进策略。最后一部分是结论,是对本研究的总结及存在的不足,对研究问题的展望。
[Abstract]:Teachers' practical knowledge is a kind of comprehensive knowledge that teachers are dominated by in the course of teaching, and it is the knowledge about teaching that is made by reflection on teaching experience and through practical activities. It plays an imperceptible role in teachers' teaching activities. Under the background of higher and higher demands on teachers' specialization, teachers' practical knowledge is paid more and more attention. The acquisition of pre-service teachers' practical knowledge not only affects the professional knowledge structure and professional ability of pre-service teachers. It also affects the quality of teacher education and infuses new vitality into the development of basic education in China. As the most important way for pre-service teachers to carry out teaching practice, the educational practice provides a vital practical field for pre-service teachers to acquire practical knowledge. Especially after the promulgation of "Curriculum Standard for teacher Education (trial)" in 2011, it is necessary to study the acquisition of practical knowledge of pre-service teachers. From the perspective of curriculum, this paper tries to put forward some ways to promote the practical knowledge acquisition of pre-service teachers. This research is divided into six parts: the first part is the introduction, mainly introduces the origin of this study, summarizes the relevant research on pre-service teachers' practical knowledge acquisition and educational practice at home and abroad, and summarizes the achievements made. To provide theoretical support for this study, and reflect on the shortcomings of existing research, try to break through and improve the place; This paper introduces the research ideas and methods, and defines the core concepts used in this study. The first chapter mainly explains the understanding of pre-service teachers' practical knowledge and educational practice. First of all, the related concepts of teachers' practical knowledge are determined, the supposed composition of pre-service teachers' practical knowledge is analyzed, and the generation path of pre-service teachers' practical knowledge is analyzed on the basis of researchers' research. Secondly, it clarifies the special significance of teaching practice to pre-service teachers' practical knowledge acquisition. Secondly, it analyzes the implementation principles of educational practice, which provides a guarantee for the study of practical knowledge acquisition in educational practice. The second chapter analyzes the current situation of pre-service teachers' acquisition of practical knowledge. Through the investigation of the students majoring in senior normal colleges who have just finished their education practice and the interviews with the guidance teachers, after analyzing the statistical data, The following problems exist in the current practical knowledge acquisition of pre-service teachers: the pre-service teachers' understanding of practical knowledge is weak, the cultivation of educational beliefs is neglected, the understanding of strategic knowledge is not clear enough, and the self-reflection of pre-service teachers is not deep enough; The third chapter analyzes the reasons for the lack of practical knowledge acquisition of pre-service teachers in teaching practice, mainly in four aspects: abstract of practical knowledge itself, weak awareness of pre-service teachers' acquisition of practical knowledge, and lack of awareness of practical knowledge acquisition. Colleges and universities neglect the cultivation of practical knowledge of pre-service teachers, and lack of guarantee measures for the implementation of educational practice. The fourth chapter tries to put forward some strategies to highlight the practical knowledge acquisition of pre-service teachers from the point of view of educational practice courses, mainly from the goal of educational practice, the organization of educational practice, the implementation of educational practice. The corresponding improvement strategies are put forward on the guarantee of educational practice. The last part is the conclusion, the summary and the deficiency of this study, and the prospect of the research.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G652.44

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