教师实践性知识及其发展策略研究
发布时间：2018-12-13 12:31
【摘要】： 教师实践性知识这一知识观的提出以教育理论与实践发展的现状和困境为依托,这种知识无论在教师专业发展和教师教育改革中都具有不可替代的重要作用和影响。教师所知道的知识要多于他所能教授的,教学就是“即席创作”,实践性知识对于学校课堂的教育实践活动来说重要作用更是不言而喻。针对此问题,20世纪80年代研究者开始关注“教师知道什么”和“教师在实践中如何行动”的研究,教师实践性知识研究随之勃然兴起。 在此之前,教师的这种实践性知识并没有受到研究者的充分重视,广大教师们则因为工作繁忙琐碎而忽略这种知识,或者意识到却难于表达。此外,教师该怎么获得和发展实践性知识,以提高教师职业的专业化水准,已成为世界各国教育改革的聚焦点。 本文研究的目的是要揭示教师在教育教学活动中,自己难于明确表达的实践性知识及其发展策略。希望借助此研究,使教师更加了解自己,改进教育教学工作,从而为教师专业发展和教师教育提供一些建设性意见,为广大教师发展实践性知识提供借鉴。同时,也为教育决策工作者和相关研究者了解教师工作的特性提供一个窗口。 在研究方法上,本文主要采用文献研究法和案例研究法。通过收集相关资料,引言部分对教师实践性知识的凸现背景作以介绍,然后对教师实践性知识的先前研究作了粗线条的历史回顾和归纳。第一章通过对这种知识的理论阐释,解读其内涵和特点:教师实践性知识是一种体现教师个人特征和教学智慧的知识,是教师在理解和领悟教育理论知识和学科知识基础上,根据个人经验在教育教学实践的特定情境中建构的一种知识形态。这种知识具有实践性、情境性、个人性、整合性,反思性的特点。并对实践性知识和缄默知识进行了辩析。第二章论述了教师实践性知识的生成机制,笔者认为客观主义知识观存在局限性,不能合理说明其如何生成,而建构主义学习理论能够合理地解释这种知识的生成机制。第三章提出教师实践性知识的发展策略,在文献研究的基础上,结合案例研究法,力求使研究更加形象、深刻。继而提出四点教师实践性知识的发展策略:开展教师的教育叙事研究、提高教师反思教学实践能力、构建教师学习型组织、注重教师培训中的实践策略。结语部分对全文做以总结,重申教师实践性知识的重要性,并指明这种知识观的发展主要取决于教师本身。
[Abstract]:The idea of teachers' practical knowledge is based on the present situation and predicament of the development of educational theory and practice. This knowledge plays an irreplaceable role and influence in teachers' professional development and teacher education reform. The teacher knows more knowledge than he can teach, teaching is "impromptu creation", and practical knowledge plays an important role in the educational practice of school classroom. In the 1980s, researchers began to pay attention to the study of "what teachers know" and "how teachers act in practice", and the study of teachers' practical knowledge sprang up. Prior to this, the practical knowledge of teachers was not paid enough attention by the researchers, and the vast number of teachers ignored it because of their busy and trivial work, or realized that it was difficult to express it. In addition, how to acquire and develop practical knowledge in order to improve the professional level of teachers has become the focus of educational reform all over the world. The purpose of this study is to reveal the practical knowledge and its development strategies which teachers can not express clearly in their educational and teaching activities. It is hoped that with the help of this research, teachers can understand themselves better and improve their teaching work, thus providing some constructive suggestions for teachers' professional development and teacher education, and providing reference for teachers to develop practical knowledge. At the same time, it also provides a window for educational decision makers and related researchers to understand the characteristics of teachers' work. In the research method, this article mainly uses the literature research method and the case study method. By collecting relevant information, the introduction introduces the background of teachers' practical knowledge, and then makes a rough historical review and induction of the previous research on teachers' practical knowledge. The first chapter interprets the connotation and characteristics of this kind of knowledge through the theoretical explanation: the teacher's practical knowledge is a kind of knowledge which embodies the teacher's personal characteristics and teaching wisdom, and is based on the understanding and understanding of the educational theory knowledge and the subject knowledge. A form of knowledge constructed according to personal experience in the specific context of educational practice. This knowledge is practical, situational, personal, integrated and reflective. And the practical knowledge and tacit knowledge are analyzed. The second chapter discusses the generating mechanism of teachers' practical knowledge. The author thinks that objectivism view of knowledge is limited and can not explain how it is generated reasonably, while constructivism learning theory can explain the mechanism of this kind of knowledge reasonably. The third chapter puts forward the development strategy of teachers' practical knowledge. On the basis of literature research and case study, the author tries to make the research more vivid and profound. Then it puts forward four development strategies of teachers' practical knowledge: to develop teachers' educational narrative research, to improve teachers' ability to reflect on teaching practice, to construct teachers' learning organization, and to pay attention to practical strategies in teacher training. The conclusion part summarizes the full text, reiterates the importance of teachers' practical knowledge, and points out that the development of this knowledge view mainly depends on the teachers themselves.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.1
本文编号：2376532
[Abstract]:The idea of teachers' practical knowledge is based on the present situation and predicament of the development of educational theory and practice. This knowledge plays an irreplaceable role and influence in teachers' professional development and teacher education reform. The teacher knows more knowledge than he can teach, teaching is "impromptu creation", and practical knowledge plays an important role in the educational practice of school classroom. In the 1980s, researchers began to pay attention to the study of "what teachers know" and "how teachers act in practice", and the study of teachers' practical knowledge sprang up. Prior to this, the practical knowledge of teachers was not paid enough attention by the researchers, and the vast number of teachers ignored it because of their busy and trivial work, or realized that it was difficult to express it. In addition, how to acquire and develop practical knowledge in order to improve the professional level of teachers has become the focus of educational reform all over the world. The purpose of this study is to reveal the practical knowledge and its development strategies which teachers can not express clearly in their educational and teaching activities. It is hoped that with the help of this research, teachers can understand themselves better and improve their teaching work, thus providing some constructive suggestions for teachers' professional development and teacher education, and providing reference for teachers to develop practical knowledge. At the same time, it also provides a window for educational decision makers and related researchers to understand the characteristics of teachers' work. In the research method, this article mainly uses the literature research method and the case study method. By collecting relevant information, the introduction introduces the background of teachers' practical knowledge, and then makes a rough historical review and induction of the previous research on teachers' practical knowledge. The first chapter interprets the connotation and characteristics of this kind of knowledge through the theoretical explanation: the teacher's practical knowledge is a kind of knowledge which embodies the teacher's personal characteristics and teaching wisdom, and is based on the understanding and understanding of the educational theory knowledge and the subject knowledge. A form of knowledge constructed according to personal experience in the specific context of educational practice. This knowledge is practical, situational, personal, integrated and reflective. And the practical knowledge and tacit knowledge are analyzed. The second chapter discusses the generating mechanism of teachers' practical knowledge. The author thinks that objectivism view of knowledge is limited and can not explain how it is generated reasonably, while constructivism learning theory can explain the mechanism of this kind of knowledge reasonably. The third chapter puts forward the development strategy of teachers' practical knowledge. On the basis of literature research and case study, the author tries to make the research more vivid and profound. Then it puts forward four development strategies of teachers' practical knowledge: to develop teachers' educational narrative research, to improve teachers' ability to reflect on teaching practice, to construct teachers' learning organization, and to pay attention to practical strategies in teacher training. The conclusion part summarizes the full text, reiterates the importance of teachers' practical knowledge, and points out that the development of this knowledge view mainly depends on the teachers themselves.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.1
【引证文献】
相关期刊论文 前1条
1 刘立军;王宪;;教师实践性知识研究综述[J];中共山西省委党校学报;2012年04期
相关硕士学位论文 前10条
1 曹琴;一位初中化学教师实践性知识的叙事研究[D];西南大学;2011年
2 刘兰超;一位高中英语教师实践知识的个案研究[D];西南大学;2011年
3 齐丽娟;小学教师课堂管理中的实践性知识研究[D];西南大学;2011年
4 齐晓华;信息技术教师实践性知识研究[D];辽宁师范大学;2011年
5 李尚凤;一名英语专业青年教师个人实践知识的叙事研究[D];广西师范大学;2011年
6 汤佳宁;中学信息技术教师实践性知识的现状分析及叙事研究[D];徐州师范大学;2011年
7 崔冬敏;中小学教师专业发展中实践性知识创生问题研究[D];哈尔滨师范大学;2011年
8 谢慧;职前教师实践性知识的发展途径研究[D];东北师范大学;2011年
9 于志强;数学问题解决过程中缄默知识形成的研究[D];山东师范大学;2010年
10 李雪芹;教师情境知识研究[D];河南大学;2012年
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