教师教育领域标志性教学法初探

发布时间：2018-04-18 19:09

本文选题：标志性教学法 + 学科教学知识　；参考：《上海师范大学》2012年硕士论文

【摘要】：近年来，教师专业化在国内的学术研究中得到愈来愈多的关注，由此对于与之相关的“标志性教学法”及其对教师专业发展的作用的探讨也受到了极大的关注。然而，从笔者目前掌握的文献资料来看，关于教师教育领域“标志性教学法”体系的理论研究却相当匮乏，大多数文章都只是仅仅隐约地提到，而谈不上系统的理论研究。因此，对这一问题的深入研究具有极大的理论和现实意义。本研究试图通过采用文献研究、资料分析的方法对教师专业化、“标志性教学法”的概念及特点，标志性教学法的理论依据以及何为标志性教学法的最佳实践等问题进行深入的考察与探讨，加深人们对教师专业化的认识，引发对“标志性教学法”与学科教育知识等问题的思考，同时也给今后教师教育领域“标志性教学法”的研究提供一定的借鉴与参考。论文的研究内容共分为四个部分：第一章绪论部分主要是关于问题的背景、意义与价值的呈现，，研究的目的的阐述、研究思路与方法的描述。第二章是基于文献的理论分析，包括“标志性教学法”的概念，专业教育的概念，比较了可参考专业领域与准专业领域的“标志性教学法”，考察了“标志性教学法”的特点以及对“标志性教学法”在教师专业化的作用的分析。第三章阐明了标志性教学法的理论基石即教师学科教学知识PCK（Pedagogical Content Knowledge)。在该章节中系统地介绍了PCK的概念、相关的主要研究成果与理论，并且讨论了教师学科教学知识与标志性教学法之间的关系。通过标志性教学法可帮助准教师获得PCK。第四章主要是从理论与实践层面对“标志性教学法”进行了详细的分析与探讨，逐一阐述了标志性教学法所包含的具体表现形式，其中包括案例教学的缘起、概念、特点与挑战；师徒制的概念、作用、价值等；以及行为研究与行为学习等内容。并以教师学科教学知识（PCK)理论为基础，解释了教师教育领域“标志性教学法”等概念的重要性，为“标志性教学法”的研究提供一些思路。结语部分则是简要总结了本研究的意义、价值以及今后的研究方向等内容。
[Abstract]:In recent years, teachers' specialization has been paid more and more attention in the academic research in China, so the discussion on the "symbolic teaching method" and its role in teachers' professional development has also received great attention.However, according to the literature that the author has at present, the theoretical research on the "iconic teaching method" system in the field of teacher education is rather scarce, and most of the articles are only vaguely mentioned, not systematic theoretical research.Therefore, the in-depth study of this issue has great theoretical and practical significance.This research attempts to use the literature research, the data analysis method to professionalize the teacher, "the iconic teaching method" the concept and the characteristic,The theoretical basis of the symbolic teaching method and the best practice of the iconic teaching method are investigated and discussed in order to deepen people's understanding of the specialization of teachers.It also provides reference and reference for the future study of "symbolic teaching method" in the field of teacher education.The research content of the thesis is divided into four parts:The first chapter is mainly about the background of the problem, the presentation of significance and value, the purpose of the study, the description of research ideas and methods.The second chapter is based on the theoretical analysis of literature, including the concept of "iconic teaching method" and the concept of professional education.This paper investigates the characteristics of "iconic teaching method" and analyzes the role of "iconic teaching method" in teacher specialization.The third chapter expounds the theoretical foundation of the iconic teaching method, that is, PCK(Pedagogical Content knowledge.In this chapter, the concept of PCK, related main research results and theories are systematically introduced, and the relationship between teacher's teaching knowledge and symbolic teaching method is discussed.Through the symbolic teaching method can help the prospective teacher to obtain the PCK.The fourth chapter is mainly from the theoretical and practical aspects of the "iconic teaching method" detailed analysis and discussion, one by one elaborated the iconic teaching including the specific forms of expression, including the origin of case teaching, the concept.Characteristics and challenges; the concept, role, value of the master and apprenticeship system; and behavioral research and behavioral learning.Based on the theory of PCK, this paper explains the importance of the concept of "iconic teaching method" in the field of teacher education, and provides some ideas for the study of "iconic teaching method".The conclusion is a brief summary of the significance, value and future research direction of this study.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652.4

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