教师实践性知识生成与发展研究

发布时间：2018-03-15 21:06

本文选题：实践性知识　切入点：教师专业发展　出处：《西北师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 教师专业发展一直是教育领域比较关注的问题。然而,在以往的教师专业发展上坚持科学的技术化取向,却使教师专业发展陷入困境。表现为受过系统的师范教育的学生仍然不能很好的适应和胜任实际的教育教学活动,参与众多培训活动的教师在教学实践活动中仍然穿新鞋走老路,尤其是在新课程改革下,教师的课程理念与其实际教学行为相冲突。究其原因,笔者认为不管是师范教育还是培训活动都严重忽视了教师在教育实践活动中的思维方式和所使用的理论——教师实践性知识。本研究旨在探析支撑教师教育教学活动的专业性知识——实践性知识,为教师专业的独特性和不可替代性提供理论基础,为教师的专业发展提供新的有效的途径,彰显教师的主体性,增强教师的自信和自尊,唤醒教师专业发展的自我意识,确立教师认识的实践价值。首先,本研究在“自上而下”与“自下而上”的研究思路引导下,研读相关文献资料,对国内外有关教师实践性知识研究轮廓及其研究具体问题进行了分析与反思,进一步明确自己研究的问题域——教师实践性知识的生成与发展。本研究认为教师实践性知识是指教师在教育教学实践中,结合教学经验、个人哲学、理解、体悟、个性特点等,通过感知、体验、反思和学习而主动建构的有关教育教学环境的内外要素及其它们之间关系的自我认识。其特点是个体性与公共性、“情境性”与“普适性”、“不精确性”与“可证实性”相统一。其结构为一层是教师的信念,第二层是有关课程的知识、有关学生的知识、有关策略的知识、有关自我的知识。教师的信念统领其他知识,其他知识有影响教师的信念,它们之间相互交融、相互作用,从而促进教师知识的更新。其次,本研究确定了富有教学经验的S老师为研究个案,在教育叙事研究理论的指导下,结合访谈法和课堂观察法对S老师的实践性知识生成与发展的轨迹进行了探寻,最后发现其实践性知识的生成与发展主要有以下来源:各类培训活动、教育科研活动、学校教研组活动、教师的反思、教师的对话与合作、教师个人的理论学习。此外,学校文化氛围,尤其是教师文化及其教师的职业动机也对教师实践性知识的生成与发展有助推的作用。最后,本研究认为建构主义学习理论是实践性知识生成与发展的机制,显性知识与隐性知识相互转化的SECI模型是其生成与发展的具体途径。教师实践性知识生成与发展的途径有:1、关注日常教学生活夯实教师实践性知识生成的基础;2、开展校本教研活动提升教师实践性知识的整体效应;3、积极参与培训活动拓宽教师实践性知识的发展途径;4、培养教师的反思能力优化教师实践性知识的内在结构;5、创建和谐教师文化搭建教师实践性知识的交流平台。但是,教师实践性知识生成与发展的前提是教师必须要有强烈的职业发展动机、科学合理的职业生涯规划、孜孜不倦的求索精神。
[Abstract]:Teachers' professional development has been paid more attention in the field of education. However, adhere to the technical orientation of science teachers' professional development in the past, but the teachers' professional development predicament. As a system of teacher education students are still not very good to adapt and do the actual teaching activities, to participate in various training activities teachers in teaching practice still wearing new shoes to walk, especially in the new curriculum reform, teachers' curriculum ideas conflict with their actual teaching behavior. The reason, I think no matter is normal education is training activities are seriously neglected in teacher education practice in the way of thinking and the theory - teachers' practical knowledge. Professional practical knowledge -- knowledge aims to probe into the teaching activities of teachers education in support of this research, as the unique teacher professional and non Substitution provides a theoretical basis for teachers to provide new and effective ways of professional development, highlighting the subjectivity of teachers, enhancing teachers' self-confidence and self-esteem, awakening teachers' professional development self-consciousness, and establishing the practical value of teachers' cognition.
First of all, the research on "guiding research top-down" and "bottom-up", read the relevant literature at home and abroad on Teachers' practical knowledge research profile and research the problems of analysis and reflection, the problem of teachers' practical knowledge generation and development domain to further clarify their research. This study suggests that knowledge the teacher practice refers to the teachers in the education teaching practice, combined with teaching experience, personal philosophy, understanding, understanding, such as personality, perception, experience, reflection and learning and actively construct the relationship between internal and external factors related to education teaching environment and their self-awareness. Its characteristic is individual and public. The "situation" and "universality", "accuracy" and "that" the unity of its structure. The first layer is teachers' beliefs, the second layer is the knowledge of the courses, About students' knowledge, knowledge about strategy and self knowledge, teachers' beliefs lead other knowledge, other knowledge influence teachers' beliefs, and they interact with each other, so as to promote teachers' knowledge renewal.
Secondly, this study determined the S teacher with rich teaching experiences as a case study in the theory of educational narrative research under the guidance of the combination of interviews and classroom observation, practical knowledge generation and development of S teachers to explore, and finally found the practical knowledge of the students to have the following main source and development: all kinds of training activities, education and scientific research activities, school activities, teachers' reflection, dialogue and cooperation of teachers, teachers' personal learning theory. In addition, the school culture, especially the culture of teachers and teachers' occupation motivation have propelled the role of teacher's practical knowledge generation and development.
Finally, this study suggests that the constructivism learning theory is practical knowledge generation and development mechanisms, the SECI model of transformation between explicit knowledge and tacit knowledge is the specific way of its formation and development. The way of teachers' practical knowledge generation and development are: 1, pay attention to the daily teaching life of teachers' practical knowledge of the ramming formation; 2, carry out school-based activities to enhance the overall effect of teachers' practical knowledge; 3, actively participate in the training of teachers practical knowledge development methods to broaden; 4, optimize training practice knowledge of the internal structure of teachers' reflective ability; 5, to create a harmonious culture of Teachers and build a communication platform for teachers' practical knowledge. However, the premise of teachers' practical knowledge generation and development of the teachers must have a strong motivation for the development of occupation, scientific and reasonable occupation career planning, diligently pursuit of spirit.

【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.1

【引证文献】