专家型教师个人教育理论的叙事研究
发布时间：2018-08-26 16:08
【摘要】： 我从事教师培训工作已有15年,在工作中,我发现:每个中小学教师都有其个人教育理论,教师个人教育理论直接支配和指引着教师个人的教育教学实践。许多教师的个人教育理论中包含着丰富的内容,并且不乏许多合理的倾向,但是为什么他们只是一个一般的老师,他们和专家型教师的差距在哪儿呢?如何才能成为专家型教师,这是每一个教师都应该考虑的问题,因为我们国家太缺乏、太需要专家型教师了。基于此,本研究立足于对专家型教师现状的把握,对专家型教师个人教育理论的实然状况展开研究,希望能够发现专家型教师的个人教育理论的独特之处和专家型教师的特点,为普通教师尽快成为专家型教师提供借鉴,让中小学教师能够从对具体情境的描述和分析中得到一定的启发。 叙事研究以研究者本人为研究工具,采取自下而上的研究方式,同时,在叙述过程中不断进行反思,借以展开对以往教学事件的理性思维,构建对教育意义的真正理解和诠释。叙事研究作为教育经验的一种理论方式,在理解与更新教师的个人教育理论中,具有独特的优势。因此,本研究采用叙事研究的方法,邀请一位专家型教师作为研究对象。我走进教师的生活世界,在自然的情景下,对研究对象做细致的观察和了解。在听课、访谈、分析资料的基础上,我采用叙事的方式描述研究对象的经验、行为,使教师个人教育理论自然地展现在读者面前。本研究通过建构一组研究对象的教学故事,展现研究对象的个人教育理论存在的真实场景,基于故事,尝试对研究对象个人教育理论的内涵做个人的解读,然后通过研究对象的教育教学故事把握个人教育理论发展的脉络,理解和反思专家型教师个人教育理论的现状、成因、特点及改善的可能路径。 本研究通过对一专家型教师进行叙事研究,对研究对象的学生观、教师观、教学观进行发具体的分析,理解了专家型教师个人教育理论的实然状况。本研究划分了专家型教师个人教育理论的发展阶段,论述了专家型教师个人教育理论的形成及改善的路径,发现了专家型教师个人教育理论的发展特点:1、个人教育理论最初是以自发的形式存在的,但经过反思,已经达到了意识化;2、通过反思使零散的、庞杂的个人教育理论实现了系统化;3、从封闭、孤立逐渐走向动态、开放;4、个人教育理论在运作上从游移、不确定达到了确定;5、摈弃了工具理性倾向,内容具有先进性。进而从专家型教师个人教育理论的发展看到了专家型教师的特点:专家型教师善于质疑看似没有问题的问题,专家型教师积极回应挑战,专家型教师专业发展的过程就是其人格完善的过程。在此基础上,找到了专家型教师的成长与发展的关键因素:强烈的职业认同感、工作中关键事件的恰当处理、职业生涯的合理规划、专业成长中的坚持与突破。
[Abstract]:I have been engaged in teacher training for 15 years. In my work, I have found that every primary and secondary school teacher has his or her own educational theory, and the teacher's personal education theory directly governs and guides the teacher's personal teaching practice. Many teachers' personal education theory contains rich contents and many reasonable tendencies, but why are they just a general teacher, where is the gap between them and expert teachers? How to become an expert teacher is a problem that every teacher should consider, because our country is too scarce, too need expert teacher. Based on this, this study is based on the understanding of the current situation of expert teachers, and the actual situation of expert teachers' personal education theory, hoping to find the unique features of expert teachers' personal education theory and the characteristics of expert teachers. To provide reference for ordinary teachers to become expert teachers as soon as possible, so that primary and secondary school teachers can get some inspiration from the description and analysis of specific situations. The narrative research takes the researcher himself as the research tool, adopts the bottom-up research method, at the same time, carries on the reflection unceasingly in the narration process, in order to launch the rational thought to the past teaching event, constructs the true understanding and the explanation to the educational significance. As a theoretical way of educational experience, narrative research has a unique advantage in understanding and renewing teachers' personal education theory. Therefore, this study adopts the narrative research method, inviting an expert teacher as the research object. I walked into the teacher's life world, in the natural situation, to study the object of careful observation and understanding. On the basis of listening, interviewing and analyzing the materials, I use the narrative method to describe the experience and behavior of the research object, so that the teacher's personal education theory can be displayed naturally in front of the readers. By constructing the teaching stories of a group of research objects, this study shows the real scene of the object's personal education theory. Based on the story, it tries to make a personal interpretation of the connotation of the research object's personal education theory. Then through the educational and teaching stories of the object of study to grasp the context of the development of personal education theory, to understand and reflect on the current situation, causes, characteristics and possible ways to improve the personal education theory of expert teachers. Through the narrative study of an expert teacher, the author makes a concrete analysis of the students' view, the teacher's view and the teaching view of the research object, and understands the actual situation of the expert teacher's personal education theory. This research divides the development stage of the expert teacher's personal education theory, discusses the formation and the improvement path of the expert teacher's personal education theory. We have discovered the development feature of the expert teacher's personal education theory: 1. The personal education theory initially existed in a spontaneous form, but after reflection, it has already reached the level of consciousness and scattered through reflection. The complex personal education theory has realized the systematization and three, from closed, isolated gradually to dynamic, open to four, the personal education theory in operation from wandering, uncertain to determine 5, abandoned the tool rational tendency, the content has the advanced nature. From the development of individual education theory of expert teachers, we can see the characteristics of expert teachers: expert teachers are good at questioning seemingly no problems, expert teachers actively respond to the challenges. The process of professional development of expert teachers is the process of perfecting their personality. On this basis, the key factors for the growth and development of expert teachers are found: a strong sense of professional identity, proper handling of key events in the work, rational planning of professional career, and persistence and breakthrough in professional growth.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G451.1
本文编号：2205437
[Abstract]:I have been engaged in teacher training for 15 years. In my work, I have found that every primary and secondary school teacher has his or her own educational theory, and the teacher's personal education theory directly governs and guides the teacher's personal teaching practice. Many teachers' personal education theory contains rich contents and many reasonable tendencies, but why are they just a general teacher, where is the gap between them and expert teachers? How to become an expert teacher is a problem that every teacher should consider, because our country is too scarce, too need expert teacher. Based on this, this study is based on the understanding of the current situation of expert teachers, and the actual situation of expert teachers' personal education theory, hoping to find the unique features of expert teachers' personal education theory and the characteristics of expert teachers. To provide reference for ordinary teachers to become expert teachers as soon as possible, so that primary and secondary school teachers can get some inspiration from the description and analysis of specific situations. The narrative research takes the researcher himself as the research tool, adopts the bottom-up research method, at the same time, carries on the reflection unceasingly in the narration process, in order to launch the rational thought to the past teaching event, constructs the true understanding and the explanation to the educational significance. As a theoretical way of educational experience, narrative research has a unique advantage in understanding and renewing teachers' personal education theory. Therefore, this study adopts the narrative research method, inviting an expert teacher as the research object. I walked into the teacher's life world, in the natural situation, to study the object of careful observation and understanding. On the basis of listening, interviewing and analyzing the materials, I use the narrative method to describe the experience and behavior of the research object, so that the teacher's personal education theory can be displayed naturally in front of the readers. By constructing the teaching stories of a group of research objects, this study shows the real scene of the object's personal education theory. Based on the story, it tries to make a personal interpretation of the connotation of the research object's personal education theory. Then through the educational and teaching stories of the object of study to grasp the context of the development of personal education theory, to understand and reflect on the current situation, causes, characteristics and possible ways to improve the personal education theory of expert teachers. Through the narrative study of an expert teacher, the author makes a concrete analysis of the students' view, the teacher's view and the teaching view of the research object, and understands the actual situation of the expert teacher's personal education theory. This research divides the development stage of the expert teacher's personal education theory, discusses the formation and the improvement path of the expert teacher's personal education theory. We have discovered the development feature of the expert teacher's personal education theory: 1. The personal education theory initially existed in a spontaneous form, but after reflection, it has already reached the level of consciousness and scattered through reflection. The complex personal education theory has realized the systematization and three, from closed, isolated gradually to dynamic, open to four, the personal education theory in operation from wandering, uncertain to determine 5, abandoned the tool rational tendency, the content has the advanced nature. From the development of individual education theory of expert teachers, we can see the characteristics of expert teachers: expert teachers are good at questioning seemingly no problems, expert teachers actively respond to the challenges. The process of professional development of expert teachers is the process of perfecting their personality. On this basis, the key factors for the growth and development of expert teachers are found: a strong sense of professional identity, proper handling of key events in the work, rational planning of professional career, and persistence and breakthrough in professional growth.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G451.1
【引证文献】
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