教师实践性知识视阈下高师教育实践课程实施中存在的问题及对策研究

发布时间：2018-06-11 20:25

本文选题：教育实践课程 + 教师实践性知识　；参考：《四川师范大学》2013年硕士论文

【摘要】：摘要：近年来,在教师专业化背景下,各国的教师教育课程都在发生深刻的变革,其中最令人关注的是教育实践课程改革。我国的教育实践课程也在课程内容、形式、组织方式等各方面都在发生不断的革新。本研究在教师实践性知识视阈下对高师教育实践课程的实施中存在的问题进行了调查研究,对调查中发现的问题进行了成因分析并提出了提高高师教育实践课程实施效果的应对策略。研究过程中分析教师实践性知识的内涵与构成、特征与来源及其生成机制,分析了高师教育实践课程的内涵与形式、目标与内容和特点,探讨了高师教育实践课程实施中的师范生实践性知识生成机制,并提出了教师实践性知识视域下高师教育实践课程的实施要求：重视师范生教育理念培养、重视师范生自我认知、重视案例教学、提供充分的建构时间并强化个体体验和反思、提供示范并对学习结果进行及时反馈、进行教育日志并进行教育叙事研究。以上述实施要求为基础设计了调查问卷、访谈提纲和课堂观察记录表,随机选择已完成教育实践课程学习的师范生和教育实践课程指导教师作为调查对象展开调查研究。研究发现,高师教育实践课程实施中主要存在着忽视教育理念培养、师范生自我认知不清晰、案例教学不到位、师范生个体体验和反思不够深入、实践建构机会短缺、教学示范不到位、学习结果反馈不够深入等问题。文章对上述问题进行了成因分析,并提出了提高教育实践课程实施效果的应对策略：重视教育理念培养、加强师范生自我认知、完善教育实践课程教学模式、加强教育实践基地建设与管理、加强指导教师队伍建设和完善评价机制等。通过对研究结果的分析发现,高师教育实践课程实施中存在的问题的根源在于高师院校理论课程和教育实践课程相脱节,教育实践课程的安排与中小学的教育教学安排相脱节。主要表现为高师院校把主要精力放在理论课程的教学上而教育实践课程课时不够、生师比过大、指导教师经验不足等；中小学的教育教学安排以“追求升学率”为导向,对师范生教育实践课程的学习积极性不高,提供的教育实践机会有限。因此,实现理论课程与实践课程之间的整合,与中小学建立更加密切的合作关系成为高师院校提高教育实践课程实施效果的重要要求。
[Abstract]:Absrtact: in recent years, under the background of teacher specialization, the curriculum of teacher education in various countries is undergoing profound changes, among which the reform of educational practice curriculum is the most concerned. The curriculum of educational practice in our country is constantly innovating in content, form, organization and so on. From the perspective of teachers' practical knowledge, this study investigates the problems existing in the implementation of the practical curriculum in teachers' education. This paper analyzes the causes of the problems found in the investigation and puts forward some countermeasures to improve the implementation effect of the practical curriculum in teachers' education. In the course of the research, the connotation and composition, the characteristics and the sources and the generating mechanism of the teachers' practical knowledge are analyzed. This paper analyzes on the connotation and form, objectives, contents and characteristics of the practical curriculum in normal education, and probes into the forming mechanism of the practical knowledge of the students in the implementation of the practical curriculum in normal education. It also puts forward the implementation requirements of teachers' practical education practice courses in the field of practical knowledge: attaching importance to the cultivation of educational concept, self-cognition, case teaching, providing adequate construction time and strengthening individual experience and reflection. Providing demonstration and timely feedback on learning results, carrying out educational log and educational narrative research. Based on the above implementation requirements, the questionnaire, interview outline and classroom observation form are designed. Random selection of normal school students who have completed the study of educational practice curriculum and the teachers of educational practice curriculum as the objects of investigation. It is found that in the implementation of the practical curriculum of normal education, the cultivation of educational concept is neglected, the self-cognition of normal school students is not clear, the case teaching is not in place, the individual experience and reflection of normal college students are not deep enough, and the opportunity of practice construction is short. The teaching demonstration is not in place, the learning result feedback is not deep enough and so on. This paper analyzes the causes of the above problems, and puts forward some countermeasures to improve the implementation effect of the educational practice curriculum: pay attention to the cultivation of educational concept, strengthen the self-cognition of normal school students, and perfect the teaching mode of educational practice curriculum. Strengthening the construction and management of the educational practice base, strengthening the construction of the teaching staff and perfecting the evaluation mechanism, etc. Through the analysis of the results of the research, it is found that, The root of the problems in the implementation of the educational practice curriculum in teachers colleges lies in the disconnection between the theoretical curriculum and the educational practice curriculum, and the disconnection between the arrangement of the educational practice curriculum and that of the primary and secondary schools. The main manifestation is that teachers colleges and universities focus on the teaching of theoretical courses, but not on the teaching of educational practice courses, the ratio of students to teachers is too large, the experience of guiding teachers is insufficient, and the educational and teaching arrangements in primary and secondary schools are guided by the "pursuit of the transition rate." The enthusiasm of teaching practice courses for normal students is not high, and the educational practice opportunities are limited. Therefore, to realize the integration between the theoretical curriculum and the practical curriculum, and to establish a closer cooperative relationship with the primary and secondary schools, has become an important requirement for improving the implementation effect of the educational practice curriculum in normal universities.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G652

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