教师个体教学哲学及其建构研究

发布时间：2018-05-15 11:11

本文选题：教师 + 教学哲学　；参考：《陕西师范大学》2012年博士论文

【摘要】：要保证教师个人教学实践的有效性并逐渐形成自己的教学风格,客观上要求教师在教学中应该具有个体教学哲学这样独特的“自我”内驱。然而,在“工具理性主义”的影响之下,教学活动呈现“重物质轻价值”的发展态势,造成了教师个体教学哲学的缺失,其表现主要如下：过于重视惯习教学,忽视对教学内在基础的探寻；过于重视知识教学,忽视对教学价值的理性引导；过于重视方法追求,忽视对方法论意识的积极培养；过于重视统一评价,忽视对教师合理的个性评价。目前,在教师专业化发展与教学质量提升的背景下,教师个体教学哲学作为教师在教学活动中个性化的“自我”内驱,不仅是课堂焕发生命活力和保证教学有效性的客观要求,也是教师专业发展成熟的重要标志。因此,研究教师个体教学哲学体现了教育研究者的社会使命感。教师个体教学哲学是什么?学界对此认识颇有争议,在本研究论文中,笔者坚信教师个体教学哲学如同个人的能力、知识一样内隐于个人的观念当中并随着教师教学认识和实践的深化达到一定程度时而形成。教师个体教学哲学是一个复杂的概念,本论文以教师个体教学哲学理论基础与一般原理为切入点,分析了教学哲学的概念及形态、教师个体教学哲学的内涵、教师个体教学哲学与公共教学哲学的区别,教师个体教学哲学的内容及特征。教师个体教学哲学是研究者深入中小学教师这一特殊群体,基于对教师群体关于教师个体教学哲学的形成途径、表达方式等的调查,进行了较为深入的分析。为了情境化地展现教师个体教学哲学、形成过程和影响因素,研究者通过对个案的研究,运用教师个体教学哲学内容的分析框架对其个人学习经历、生活经历、教学经历进行深入剖析,试图反映教师个体教学哲学的存在方式、特点、发展和影响因素。教师个体教学哲学的形成过程是一个较为复杂的过程,受到很多因素的影响,成熟的个体教学哲学是教师个人教学理论素养与实践智慧的集中体现。它的形成既存在于持续的教学实践之中,又指导着教学实践的合理性与有效性。作为一个动态形成的过程,它是教师作为教学主体通过对外在不同来源的教育教学理论知识的学习和内化,对自身内在教学经验的不断反思和自组织,经过三级跃迁,逐渐趋于完善的。它的高级外显形式通常是以教师个性化的教学风格形成为标志的。教师个体教学哲学的表达是教师个人系统化教学观念外化的过程,是教师个人教学话语权和行为权的基本体现,它是教师个人除了生命、身体存在之外代表和显示个人教学活动的显著特征,教师的这种表达也是个人教学存在和教学活动的体现,他人是基于教师的这种表达来认识、了解教师。正是教师个体对自身的教学哲学的表达,构成了教师个人的教学生活与教学世界富有活力和健康发展的基石。笔者结合实证研究,初步提出了把教师个体教学哲学的表达形式分为两类：言语表达和行动表达。每一种表达又有不同的表达形式。即言语表达中分为教学隐喻、叙事和案例,行动表达中分为行动公式和教学智慧。毋庸质疑,教师的专业发展是一个水平不断提高的过程。在现实的教学实践与专业发展过程中,作为主体的教师,建构个人的教学哲学不仅有助于教师实现教学理想、有助于教师成长为有效教师；同时形成个人的教学哲学是教师教学理论水平提高的标志；是教师专业发展水平的重要指标；也是教师个性化教学风格形成的理论保证。所以,笔者认为：建构知识结构体系、提升教师专业品质、学习同行教学经验、营造宽松学术氛围、加强教学理性反思和唤醒哲学表达意识是教师建构个人教学哲学的有效途径。
[Abstract]:In order to ensure the effectiveness of teachers' personal teaching practice and gradually form their own teaching style, the teachers should have a unique "self" internal drive in teaching. However, under the influence of "instrumental rationalism", the teaching activities present the development trend of "heavy material and light value", which has caused the teaching. The lack of individual teaching philosophy is as follows: too much emphasis on habitus teaching, ignoring the exploration of the inner basis of teaching, overemphasizing knowledge teaching, ignoring the rational guidance of teaching value, paying too much attention to method pursuit, ignoring the positive cultivation of methodology consciousness, paying too much attention to unified evaluation and neglecting teachers' Rationality At present, under the background of the development of teachers' professionalism and the improvement of teaching quality, the individual teaching philosophy of teachers, as the individualized "self" in the teaching activities, is not only an objective requirement for the vitality of the classroom and the validity of the teaching, but also an important symbol of the maturity of the teacher's professional development. Teacher's individual teaching philosophy reflects the social mission of educational researchers.
What is the teacher's individual teaching philosophy? It is quite controversial in the academic circle. In this research paper, the author believes that the individual teaching philosophy of teachers is like the individual's ability, knowledge is hidden in the individual concept as well as the deepening of teachers' teaching knowledge and practice.
The individual teaching philosophy of teachers is a complex concept. This paper analyzes the concept and form of teaching philosophy, the connotation of the individual teaching philosophy of teachers, the difference between the individual teaching philosophy of teachers and the public teaching philosophy, and the content and characteristics of the individual teaching philosophy of teachers. The teacher's individual teaching philosophy is a special group of teachers to the primary and middle school teachers. Based on the investigation of the way of forming and expressing the teacher's individual teaching philosophy, the teacher's individual teaching philosophy, the forming process and the influencing factors of the teacher's individual teaching philosophy are presented. The study of the case, using the analytical framework of the teacher's individual teaching philosophy, makes an in-depth analysis of his personal learning experience, life experience, and teaching experience, trying to reflect the existence, characteristics, development and influence factors of the teacher's individual teaching philosophy.
The forming process of the teacher's individual teaching philosophy is a more complicated process, influenced by many factors. The mature individual teaching philosophy is the concentrated embodiment of the teacher's personal teaching theoretical accomplishment and practical wisdom. Its formation exists both in the continuous teaching practice and guiding the rationality and effectiveness of the teaching practice. The process of dynamic formation is the teacher's learning and internalization of the educational and teaching theories in different sources as the main body of teaching and the continuous introspection and self-organization of their own internal teaching experience. After three levels of transition, the teachers are gradually becoming perfect. Mark.
The expression of the teacher's individual teaching philosophy is the process of externalizing the teacher's personal and systematic teaching idea, the basic embodiment of the teacher's personal teaching discourse right and the right of behavior. It is the remarkable characteristic of the teacher's personal teaching activities except life and body existence, and the teacher's expression is also the existence and teaching of individual teaching. The expression of other people is based on the expression of teachers, and the understanding of teachers is the expression of teachers' individual teaching philosophy, which constitutes the cornerstone of the active and healthy development of the teacher's personal teaching life and the teaching world. There are two categories: speech expression and action expression. There are different forms of expression in each expression. That is, speech expression is divided into Teaching Metaphor, narrative and case, action expression is divided into action formula and teaching wisdom.
There is no doubt that teachers' professional development is a process of continuous improvement. In the course of practical teaching practice and professional development, the construction of personal teaching philosophy is not only helpful for teachers to realize the ideal of teaching, but also helps teachers to grow into effective teachers; and the formation of personal teaching philosophy is a teacher's teaching theory. It is an important indicator of the level of teachers' professional development and a theoretical guarantee for the formation of teachers' individualized teaching style. Therefore, the author believes that the construction of knowledge structure system, the improvement of the professional quality of teachers, the learning of peer teaching experience, the creation of a relaxed academic atmosphere, the strengthening of teaching rational reflection and the awakening of philosophical expression. Knowledge is an effective way for teachers to construct personal teaching philosophy.

【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G451

【参考文献】