教师教学知识的统整研究

发布时间：2018-01-14 11:31

本文关键词：教师教学知识的统整研究　出处：《西南大学》2010年博士论文　论文类型：学位论文

【摘要】： 教师教学知识是作为特定主体的教师所拥有的关于教学活动的知识。教师的教学知识是教师开展教学活动的直接支撑,教师教学知识整合对核心能力有显著的直接正相关。其知识整合程度的高低是教师教学能力高低的核心和关键,教师具有统整的教学知识和优良的知识结构有助于教师教学能力的提升。基于此,本研究全力关注教师教学知识的统整问题,具体围绕四个问题展开：为什么要探讨教师教学知识的统整问题?教师教学知识的统整到底应统整哪些知识?教师教学知识应如何统整?教师教学知识统整得怎么样?其中第一个问题是前提性问题,第二个问题是本体性问题,第三个问题是策略性问题,第四个问题是验证性问题。为了回答这些问题,本文借助文献分析、调查研究和实验研究等方法开展了以下研究。 1.教师教学知识的分离及本质探讨通过对重庆市城市、县城、农村三类地区7所学校315位教师开展问卷调查,本研究认为教师教学知识存在着“分离”问题,分离表现在：在创生主体上的“研—教”式分离,在价值追求上的“真—善”式分离,在存在形态上的“显—隐”式分离,在表现形式上的“公—个”式分离。这种分离并非是知识本源性的分离,实质是教学知识在生成与发展过程中的一种表象性分离,本研究揭示出表象性分离的问题本质：“研—教”式分离的人为性、“真—善”式分离的遮蔽性、“显—隐”式分离的机械性和“公—个”式分离的虚假性。此问题的解决指出了：教师教学知识的发展应该摒弃分割、零碎的知识堆砌,避免与教师经验、教师思维相距甚远的固定、单一的静态发展,应该走向“强调教育经验的连结,包括知识间的统整,经验的统整,强调知识中相关因素的联结”的统整发展。 2.教师教学知识的本体论探析本研究认为,教学知识是指“关于教学活动的知识”,并以教学活动的空间要素为分类维度,将教师教学知识分为五个方面：①为什么教学——意义性知识；②教学什么——本体性知识；③谁教学谁——主体性知识；④怎样教学——策略性知识；⑤教学得怎么样——评价性知识。在教学知识系统里,五类教学知识是一个不可分割的整体,各种知识成分不是简单的累积与叠加,而是以实践为载体互为影响,互为基础,融合在一起而形成一体化的知识、信念、技能与策略等的总和,是多元性与整合性的统一。且各类教学知识均以不同的形态存在,理论形态与实践形态并存,公共形态与个体形态兼有,外显形态和内隐形态同在。 3.教师教学知识的统整模型建构教师教学知识的统整,是指将分离的、断裂的不同类别和不同形态的教学知识,依据某种原则加以组织、转换与整合,使教师教学知识结构化和整体化。其精髓在于教学知识在形式与实质上的“统整”,教学知识在内容和结构上的“统整”,通过形式上的“统”达成实质上的“整”,通过内容上的“统”达成结构上的“整”,使之形成一个前后衔接、相互转化、自成一体的知识系统,发挥教学知识系统的整体效能和实现价值的最大化。因而,本研究基于意义性知识、本体性知识、主体性知识、策略性知识和评价性知识五类教学知识的内在逻辑,又考虑各类教学知识不同的存在形态,理论形态和实践形态、公共形态和个体知识、外显形态和内隐形态的相互关联,建构了“5-2”转化式统整模型。此模型明确地呈现出教师教学知识生成、发展、统整的可能任务,展现了5类教学知识在2类形态中不断进行转化,从而最终达成统整目的的过程。 4.教师教学知识的统整机制探析本研究以知识结构中最小的独立单元——知识元作为知识输入的基本内容,将按一定的关系排列组合在一起的知识元所形成的知识簇作为知识组织的对象,以在知识元与知识元之间、知识簇与知识簇之间、知识元与知识簇之间的流转变化所形成的知识流作为知识输出的对象,依据各类教学知识不同的属性,构建形成了“元-簇-流”三态统整机制。意义性知识强调：知识元输入体现领悟化,知识簇组织体现整合化,知识流输出体现渗透性；本体性知识强调：知识元输入体现联结化,知识簇组织体现网络化,知识流输出体现转化性；主体性知识强调：知识元输入体现反身化,知识簇组织体现反思化,知识流输出体现差异性；策略性知识强调：知识元输入体现切身化,知识簇组织体现结构化,知识流输出体现情境性；评价性知识强调：知识元输入体现体悟化,知识簇组织体现动态化,知识流输出体现多元性。 5.教师教学知识的统整路径构建对于教学知识的生成来说,“任教后从理论性书籍或者报刊杂志中”、“对课程标准、教学参考用书以及教材的解读”、“对同事课堂的观察与思考”、“与同事之间的日常交流”、“在教研组或教师共同体中的研讨”、“日常教学后的自我总结和自我反思”和“对名师课堂的观察与模仿”等是最重要的路径；“学生时代对教师的观察与思考”、“学生时代从书本上所学的理论”和“从学生那里”是最不重要的路径。基于此,便演绎出教师教学知识的“五化五径”统整路径：在联结化学习中领悟式统整、在切身化解读中脉络式统整、在互动化交流中转化式统整、在反思化组织中网络式统整、在实践化输出中体悟式统整。 6.教师教学知识的统整策略开发依据本研究所建构的统整模型、统整机制等,在具象化教师教学知识统整路径的基础上,开发了两个层面的统整策略,一个层面着力于从教师教育课程的统整设计入手,一个层面着力于从教师教学知识统整的精加工策略,两个层面一个整体一个局部共同发力于教师教学知识的统整,即“双层共力”式统整策略。 7.教师教学知识统整的实践论证通过为期一学年的教师教学知识统整实验研究,得到以下结论：①教师教学知识统整实验研究能促进教师对理论性教学知识与实践性教学知识、公共性教学知识与个体性教学知识、外显性教学知识与内隐性教学知识之间的关系的正确认知,能促进教师对意义性知识、本体性知识、主体性知识、策略性知识和评价性知识各类教学知识之间的关系的正确认知：②教师教学知识统整实验研究能帮助教师养成乐于对理论性教学知识与实践性教学知识、公共性教学知识与个体性教学知识、外显性教学知识与内隐性教学知识之间进行统整的意识与习惯：能帮助教师养成乐于对意义性知识、本体性知识、主体性知识、策略性知识和评价性知识等各类教学知识之间进行统整的意识与习惯；③教师教学知识统整实验研究能帮助教师习得对理论性教学知识与实践性教学知识、公共性教学知识与个体性教学知识、外显性教学知识与内隐性教学知识之间进行统整的方法,并能促进不同水平的教师对各种形态的知识进行不同程度的统整,能帮助教师习得对意义性知识、本体性知识、主体性知识、策略性知识和评价性知识等各类教学知识之间进行统整的方法,并能促进不同水平的教师对各种形态的知识进行不同程度的统整。总之,本研究基于多种研究方法,提出并验证教学知识的“五分法”分类形态,建构了教师教学知识“5-2”转化式统整模型,构建了教师教学知识“元-簇-流”三态统整机制,开发了教师教学知识“双层共力”式统整策略,开拓了教师教学知识发展研究的新视角。这些理论观点,为帮助教师发展教学知识提高教学能力提供了思路,并且指出了教师教学知识发展的路径,为我国教师教学知识的理论研究提供一个新的视角,也对教师教学知识进行了系统化研究,对指导和改善实践中教师教学知识的发展和教学能力的提升具有一定的借鉴意义。
[Abstract]:The teacher is teaching knowledge as the specific teachers have knowledge about teaching activities. Teachers' teaching knowledge is the direct support for teachers to carry out teaching activities, teachers' knowledge integration of core competence has significant direct positive correlation. The degree of knowledge integration is the core and key of teachers' teaching ability, teachers have the the whole teaching knowledge and excellent knowledge structure is helpful to enhance the teaching ability of teachers. Based on this, this study focused on the problem of teachers' teaching knowledge, specifically on four issues: the problem why the study of teachers' teaching knowledge? Teaching knowledge integration in the end should integrate what knowledge? How should the teachers'pedagogical knowledge integrate? How does the teachers'integrate pedagogical knowledge integrate? The first question is the premise question, the second question is the noumenon problem, third The problem is strategic problem. The fourth problem is verifying problem. In order to answer these questions, the following research is carried out by means of literature analysis, investigation and experimental research.
The separation and essence of 1. teachers' teaching knowledge
The county of Chongqing City, and carried out a questionnaire survey of 315 teachers in three rural areas in 7 schools, this study suggests that teachers' knowledge exists "separation" problem, separation in creation on the subject "Research - Teaching" type separation, the value of the pursuit of "true good" type separation and in the presence of morphologically "explicit implicit" separation, in the form of "a" type of separation. This separation is not the separation of the source of the knowledge, the essence is a kind of representation of knowledge in the teaching process of the formation and development of the separation, this research reveals the essence of image separation "Research - teaching human" separation, "shelter - really good" separation, "explicit implicit" separation of mechanical and "a" type separation false. To solve this problem is pointed out: the development of teachers' teaching knowledge should abandon the segmentation Piecemeal knowledge, avoiding static and static development that is far from teachers' experience and teachers' thinking, should go to "emphasize the links of educational experience, including integration of knowledge, integration of experience and emphasis on the integration and development of related factors in knowledge".
The ontological analysis of 2. teachers' teaching knowledge
This study suggests that teaching knowledge is the knowledge about teaching activities, and to the space factor of the teaching activities for the dimension of classification, will be teaching knowledge is divided into five aspects: why teaching -- the meaning of knowledge; teaching what -- ontology of knowledge; the teaching of subject who who the knowledge; how teaching of strategic knowledge; the teaching evaluation of how knowledge. Knowledge in the teaching system, five kinds of teaching knowledge is an indivisible whole, all kinds of knowledge elements is not simple piling up, but in practice as the carrier of mutual influence, mutual basis, together formed the integration of knowledge, belief, sum of skills and strategies, is the unity of diversity and integrity. And all kinds of teaching knowledge in different forms, both the appearance of theory and practice, and a public form The form of body is concurrently with the presence of explicit and implicit forms.
The integration model construction of 3. teachers' teaching knowledge
The whole system of teachers' teaching knowledge, refers to the separation of the fracture in different categories and different forms of teaching knowledge, on the basis of some principles of organization, transformation and integration, so that teachers knowledge structure and integration. Its essence lies in the teaching of knowledge in the form and essence of "integration", in the teaching content and knowledge the structure of the "integration", through the form of "unification" to reach the essence of the whole ", the content of the" unification "reached the structure of the" whole ", so as to form a cohesive, mutual transformation, self knowledge system into a whole, and achieve the overall efficiency of teaching knowledge system the value of the maximum. Therefore, this research is based on the meaning of knowledge, ontology knowledge, subject knowledge, strategic knowledge and evaluation of knowledge of five kinds of teaching knowledge of internal logic, and consider all kinds of knowledge in different existing forms, theoretical form And the practice form, public form and individual knowledge, explicit form and implicit form are related to each other, and build a "5-2" type conversion integration model. This model clearly shows the teachers' teaching knowledge generation, development, integration of the task may be, show the 5 kinds of teaching knowledge in 2 kinds of form continuously transformation to reach the objective of integration process.
An analysis of the integration mechanism of 4. teachers' teaching knowledge
The research on the knowledge structure of the smallest independent unit of knowledge element as the basic content of knowledge input, according to a certain relationship arrangement in the knowledge cluster knowledge element together formed as the object of knowledge organization, knowledge element and knowledge element in between, between knowledge cluster and knowledge clusters formed by circulation changes between knowledge and knowledge cluster knowledge flow as the object of knowledge output, according to different attributes of various teaching knowledge, construct "element cluster flow" three state integration mechanism. The meaning of knowledge: knowledge element input reflects the understanding that knowledge, cluster organization reflects the integration of knowledge flow output reflect the penetration the ontology of knowledge; knowledge element linking input reflected stressed, cluster organization embodies network knowledge, knowledge flow embodied output transform; subjectivity of knowledge: knowledge element input emphasizes the embodiment of anti body, knowledge group The fabric reflects the reflection of knowledge flow, output reflect differences; strategic knowledge emphasizes: knowledge element input reflects vital knowledge, reflect the cluster organization structured, knowledge flow output reflect the situation; evaluation of knowledge: knowledge element emphasizes the experience of knowledge input reflect, reflect the dynamic cluster organization, knowledge flow output reflect diversity.
The construction of 5. teachers' teaching knowledge
For the generation of teaching knowledge, teaching from theory books or newspapers and magazines "," the curriculum standard, textbooks and teaching reference book reading "," observation and thinking "to colleagues in class," the daily communication with colleagues, "study" in the teaching and research group or teachers in the community "after the daily teaching, self summary and self reflection" and "classroom observation and imitation of the teacher" is the most important path; "observation and Thinking on teacher student," the student learned from books on the theory of "and" from students "is the most important path. Based on this, we deduce the teacher's knowledge of the" five five path "integration path: in the connection of learning comprehension type integration, in the immediate context of interpretation in integration, transforming integration in interactive communication, net fabric in reflection group The collaterals are integrated and realized in practical output.
The development of 6. teachers' teaching knowledge
On the basis of the model developed by this study, the integration mechanism, based on the concrete teaching knowledge integration path, the integration strategy of the development of two levels, one level from the focus on teacher education curriculum integration design with a focus on the level of teaching knowledge system finishing the whole strategy from two aspects of Teachers, a whole part of a joint force integration in teaching knowledge, namely "double force" integration strategy.
The practical demonstration of the integration of 7. teachers' teaching knowledge
After a year of teaching knowledge integration research, obtained the following conclusions: 1. The whole experiment study of teachers' teaching knowledge system can promote the teachers to teaching theory knowledge and practice teaching of public knowledge, teaching knowledge and individual teaching knowledge, explicit teaching knowledge and correct understanding of relationship between knowledge and tacit knowledge teaching the teachers can promote the significance of knowledge, ontology knowledge, subject knowledge, correct understanding of the relationship between strategic knowledge and knowledge of teaching evaluation between all kinds of knowledge: a study of the whole experiment teaching can help the teachers to form a knowledge system of theoretical knowledge and teaching practice teaching knowledge, teaching knowledge and public individual teaching of knowledge, consciousness and habits of integration between explicit knowledge and tacit knowledge teaching: teaching can help the teachers to form the meaning of knowledge, The body of knowledge, subject knowledge, knowledge of teaching strategies between knowledge and evaluation of knowledge integration of all kinds of consciousness and habits; study the whole experiment teaching system can help teachers acquire knowledge of theoretical knowledge and teaching practice teaching knowledge, public knowledge and individual knowledge teaching teaching method, integration for explicit teaching knowledge and tacit Teaching knowledge, and can promote different levels of teachers' knowledge on various forms of integration in different degrees, can help teachers acquire meaning of knowledge, ontology knowledge, subject knowledge, knowledge of teaching strategies between knowledge and knowledge of evaluation method of system the whole, and can promote different levels of teachers' knowledge on various forms of integration in different degrees.
In conclusion, this study is based on a variety of research methods, proposed teaching knowledge of the "five parts" classification form, construction of teachers' teaching knowledge of "5-2" type conversion integration model, construction of teachers' teaching knowledge "element cluster flow" three state integration mechanism, the development of teachers' teaching knowledge "is a double decker force" integration strategy, open up a new perspective of teaching knowledge development of teachers. The theory provides a way to help teachers develop teaching knowledge and improve teaching ability, and points out the path of teachers' teaching knowledge development, provide a new perspective for the theoretical study of teaching knowledge of teachers in our country, also carried out systematic research on Teachers' teaching knowledge, has a certain significance to guide and improve teachers'pedagogical knowledge in the practice of the development and the improvement of teaching ability.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G424

【引证文献】