H大学师范生实践性知识形成的调查研究

发布时间：2018-04-02 01:16

本文选题：师范生　切入点：实践性知识　出处：《华东师范大学》2015年硕士论文

【摘要】：在教师的专业发展进程中,知识始终是研究的核心主题。教师实践性知识概念的提出,为教师专业化的发展提供了基础,体现教师知识的关注开始从学术过渡到实践。在教师教育一体化的推动下,关注师范生实践性知识的存在,充分体现对教师专业发展的自主性诉求。本研究在教师实践性知识研究成果梳理的基础上,通过论述师范生对实践性知识的认知、师范生实践性知识的掌握情况、发展途径和影响因素,呈现了师范生实践性知识的实然状态。为了解实践性知识在师范生群体中的状况,本研究采用问卷调查法,以H大学中参加过教育实习的师范生为研究对象。问卷融合了前人对教师实践性知识的研究结果,并根据师范生的实际情况进行了修改,最终编制成师范生实践性知识的调查问卷。研究基于问卷的数据分析,最终形成了对师范生实践性知识的整体认识。通过讨论和分析,本研究发现师范生通过微格教学、自我反思、教育实习等途径形成了以学生知识为核心的实践性知识,其发展并受到主体性经验、互动性经验和理论性经验三类因素交互作用的影响。最后基于研究结果,笔者在结论中提出相应的建议以促进师范生实践性知识的发展。
[Abstract]:In the process of teachers' professional development, knowledge is always the core theme of the research.The concept of teacher's practical knowledge provides the foundation for the development of teacher's specialization, and reflects the concern of teacher's knowledge begins to transition from academic to practical.Under the promotion of the integration of teacher education, attention is paid to the existence of practical knowledge of normal school students, which fully reflects the independent demand for teachers' professional development.Based on the research results of teachers' practical knowledge, this study discusses the students' cognition of practical knowledge, their mastery of practical knowledge, the way of development and the influencing factors.It presents the actual state of practical knowledge of normal school students.In order to understand the situation of practical knowledge in teachers' college students, this study adopts the questionnaire method, and takes the normal college students who have participated in the educational practice in H University as the research objects.The questionnaire combines the previous research results of teachers' practical knowledge, and according to the actual situation of teachers' students, it is revised and finally compiled into a questionnaire of teachers' students' practical knowledge.The research based on questionnaire data analysis, and finally formed a general understanding of the practical knowledge of normal school students.Through discussion and analysis, it is found that teachers' students form practical knowledge with students' knowledge as the core through microteaching, self-reflection and educational practice, which develops and receives subjective experience.Interactive experience and theoretical experience of the interaction of three factors.Finally, based on the research results, the author puts forward some suggestions in order to promote the development of practical knowledge.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G652.4

【相似文献】