面向知识社会的教师学习——发展适应性专长

发布时间：2018-01-24 04:16

本文关键词： 知识社会适应性专长教师适应性专长教师学习教师专业发展学习科学学习环境设计　出处：《华东师范大学》2010年博士论文　论文类型：学位论文

【摘要】： 飞速发展与变革的知识社会对包括教师在内的所有专业工作者提出了更具挑战性的学习与发展目标——发展适应性专长。教师的适应性专长是教师在不断变革复杂的教育教学的专业实践情境中表现出的对教育教学问题的深度概念性理解、面对新情境/任务的适应性改变、持续学习以及元认知的倾向。与常规教师相比,适应性教师不仅能有效地解决教育教学问题,而且能将问题解决视作新学习的机会,不断拓展已有专长,甚至创建新的知识。近年来,适应性专长研究已受到学习科学研究等诸多领域的日益关注,但教师适应性专长研究尚处于起步阶段。本研究基于对适应性专长的基础理论研究,在教师专业实践的真实境脉中,通过一个设计严谨的实证研究和一个初步的设计研究对教师适应性专长及其发展进行了深入探究,指出了面向知识时代的教师专业发展的新目标,为如何培养知识时代所需的适应性教师提供了新的思路和可行路径。论文共分为六章：第一章通过文献梳理,厘清了适应性专长概念的提出背景以及该领域发展至今20余年的历史脉络,探讨了适应性专长的概念提出与研究的意义和影响。第二章基于文献研究,从表现特征、内在功能和认识论三个层面挖掘了适应性专长的内涵实质,并据此提出了本研究对适应性专长的界定。第三章基于文献研究,从学习科学聚焦学习与发展的研究视角出发,分析了适应性专长发展的影响因素、一般机制、发展路径以及评价等问题。第四章通过文献研究,呈现了教师适应性专长研究的时代背景和领域背景,梳理了该领域的短暂研究历史以及与之相关的研究,提出了教师适应性专长的基本概念及未来的主要研究方向。第五章通过实证研究,捕捉了教师在特定教学问题解决情境中的适应性专长的表现特征,并基于数据的量性和质性分析,分析了适应性倾向与问题解决的结果、适应性专长与专业发展经验之间的关系,以及新手的适应性专长等问题。第六章通过基于设计的研究,呈现了研究者在教师专业实践的真实境脉中,设计并初步开发、实施的一个旨在促进教师适应性专长发展的教师学习环境——三环螺旋形教师学习环境(Multi-Spiral TLEs),分析了教师在该环境中的适应性专长的发展,以及该环境在促进教师适应性专长的发展上发挥重要影响的一些干预设计。
[Abstract]:A rapidly developing and changing knowledge society presents a more challenging learning and development goal for all professionals, including teachers-to develop adaptive expertise. Teachers' adaptive expertise is that teachers are constantly changing. A deep conceptual understanding of educational problems in the context of mixed professional practice in education and teaching. In the face of adaptive changes in new situations / tasks, continuous learning and metacognitive tendencies. Compared with conventional teachers, adaptive teachers can not only effectively solve the problems of education and teaching. And can treat problem-solving as a new learning opportunity, expand existing expertise, and even create new knowledge. In recent years, the research of adaptive expertise has been paid more and more attention in many fields, such as learning science, but the research of teachers' adaptive expertise is still in its infancy. This research is based on the basic theory of adaptive expertise. In the real context of teachers' professional practice, through a rigorous empirical study and a preliminary design study, teachers' adaptive expertise and its development are deeply explored. This paper points out the new goal of teachers' professional development facing the knowledge age, and provides a new way of thinking and feasible way for how to train the adaptive teachers in the knowledge age. The thesis is divided into six chapters: The first chapter clarifies the background of the concept of adaptive expertise and the historical context of its development for more than 20 years, and discusses the significance and influence of the concept and research of adaptive expertise. The second chapter, based on the literature research, excavates the connotation essence of adaptive expertise from three aspects: performance characteristics, internal function and epistemology, and then puts forward the definition of adaptive expertise in this study. Based on the literature research, the third chapter analyzes the influencing factors, general mechanism, development path and evaluation of adaptive expertise development from the perspective of learning science focusing on learning and development. Chapter 4th presents the background and background of teachers' adaptive expertise through literature research, combing the brief research history and related research in this field. This paper puts forward the basic concept of teachers' adaptive expertise and the main research directions in the future. Chapter 5th, through empirical research, captures the characteristics of teachers' adaptive expertise in specific teaching problem-solving situations, and based on the quantitative and qualitative analysis of the data. The relationship between adaptability and problem solving, the relationship between adaptive expertise and professional development experience, and the adaptability expertise of novice are analyzed. Chapter 6th through the Design-based study, presents the researchers in the real context of teachers' professional practice, design and preliminary development. The implementation of a teacher learning environment designed to promote the development of teachers' adaptive expertise-the tricyclic spiral teacher learning environment (Multi-Spiral TLEs). This paper analyzes the development of teachers' adaptive expertise in the environment and some intervention designs that play an important role in promoting the development of teachers' adaptive expertise.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G451.1

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