论教师情境知识及其生成

发布时间：2019-02-15 07:48

【摘要】：教师知识专业化发展是教师专业发展的重要构成内容,随着研究者们对知识特质认识的加深,教师知识的情境性、个人性、实践性获得了越来越多的认可和重视。探索教师情境知识,有助于我们更深刻地理解教师知识与其教学行为之间的关系,更全面地把握教师知识在工作实践中的生成过程和影响因素,从而寻找出有效促进教师专业发展的道路。本研究旨在通过梳理相关理论,结合教育实践,加深对教师情境知识的理解；并以此为基础,更加有效地指导教师进行专业化发展。本研究以文献法和访谈法为主要研究方法：通过收集大量教师情境知识的有关研究成果,总结出教师情境知识的发展历史、趋势、不同研究流派、尚存在的问题等。并且,笔者通过到H省五所农村小学进行实地调查访谈,获得了大量反映教师情境知识发展现状的真实素材。本研究认为,教师情境知识是教师在实践行动中与教育情境互动的产物,它对教师的教育教学工作频繁地产生影响。目前,许多教师的情境知识存在着不同程度的非整合化、矛盾化、固化等问题,并且许多教师欠缺发展和共享情境知识的意识,以及适当的方法。新手教师群体中更是普遍存在着情境知识储备不足的问题。这与教师情境知识非逻辑的生成过程、矛盾的教育情境自身有关。并且,教师职业倦怠、缺乏自我发展的自信心、职前职后都未得到足够的关于情境知识的培养教育也是导致上述问题的原因。针对于此,笔者认为要促进教师情境知识的生成,需要着力培养教师的发展意识,营造有利于情境知识生成的环境,鼓励教师间交流,督促教师落实建构情境知识的具体行为,运用适宜的方法开展教育教学研究。同时,还要酌情增加各类教师教育中的情境化内容。
[Abstract]:The professional development of teachers' knowledge is an important component of teachers' professional development. With the deepening of researchers' understanding of the characteristics of knowledge, the situational, personal and practical nature of teachers' knowledge has gained more and more recognition and attention. Exploring teachers' situational knowledge is helpful for us to understand the relationship between teachers' knowledge and their teaching behavior, and to grasp the forming process and influencing factors of teachers' knowledge in working practice. In order to find out an effective way to promote the professional development of teachers. The purpose of this study is to deepen the understanding of teachers' situational knowledge through combing relevant theories and educational practice, and to guide teachers' professional development more effectively. The main research methods of this study are literature method and interview method: through collecting a large number of research results of teachers' situational knowledge, the development history, trend, different research schools and existing problems of teachers' situational knowledge are summarized. In addition, through the field investigation and interview in five rural primary schools in H province, the author obtained a large number of real materials reflecting the development of teachers' situational knowledge. This study holds that teachers' situational knowledge is the product of teachers' interaction with educational situations in practical actions, and it has a frequent impact on teachers' educational and teaching work. At present, many teachers' situational knowledge has some problems, such as non-conformity, contradiction, solidification and so on. Moreover, many teachers lack the consciousness of developing and sharing situational knowledge and appropriate methods. The problem of lack of situational knowledge is common in novice teachers. This is related to the non-logical process of teachers' situational knowledge and the contradictory educational situation itself. Moreover, teachers' job burnout, lack of self-confidence of self-development and insufficient training of situational knowledge after pre-service are also the causes of the above problems. In order to promote the formation of teachers' situational knowledge, the author thinks that it is necessary to cultivate teachers' developing consciousness, to create an environment conducive to the generation of situational knowledge, to encourage teachers to communicate with each other, and to urge teachers to carry out concrete behaviors of constructing situational knowledge. Using appropriate methods to carry out educational and teaching research. At the same time, we should increase the situational content in all kinds of teachers' education.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G451

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