师范生教学实践知识的形成研究

发布时间：2018-07-08 09:57

本文选题：师范生 + 教学实践知识　；参考：《上海师范大学》2012年硕士论文

【摘要】：我国师范教育课程设置随着基础教育改革的逐步深入，各类师范学校以选修课等多种形式增加了多门的教育理论课程，如教育测量与评价、教育技术、教育管理学等等。尽管如此，仍然无法使师范生顺利适应教师工作岗位，这种现象造成了人们对师范教育的怀疑，强调教育理论并没有达到增强学生教学能力的目的；而教育见习、微格教学和教育实习等教育实践课程目标定位的技术倾向、内容安排的随意性、实施中的“走过场”现象和评价的低效性，，也是大家有目共睹的事实。师范院校和中小学的合作貌合神离，许多中小学干脆闭谢绝见习和实习，指导教师和师范生则处于左右为难的尴尬状态这种种令人沮丧的现象向我们发出信号：师范课程结构的合理性再次受到严重挑战！经过总结不难发现，国内师范教育产生这些危机的原因在于教育理论课程和教学实践课程（如实习等）的脱节，从而导致师范生缺乏“教学实践知识”。本论文的研究目的是如何培养师范生形成教学实践知识，从理论上阐述师范生形成教学实践知识的过程，即建构师范生形成教学实践知识的发展模型。具体研究的问题是：首先，解读教学实践知识的本质属性，分析教学实践知识的特点；然后，从两种视角去分析和解构教学实践知识的形成过程；在此基础之上建构师范生形成教学实践知识的三梯度发展模型；最后，应用上述教学实践知识形成的发展模型，分析当前师范课程的案例，并对师范教育改革提出展望。本论文的创新点有三点：1、以两种视角去解构教师的教学实践知识形成过程。从知识创造理论的角度来看，教学实践知识的形成过程是一个知识创造的过程；从体验学习理论的角度来看，教学实践知识的形成过程也是一种基于情境的体验式学习过程。2、依据对教师的教学实践知识形成过程的理论解构，建立了既符合知识本身形成规律又适合师范生学习的三梯度发展模型。即第一梯度：训练专业教学技能，启动知识创造的第一个螺旋；第二梯度：体验典型教学情境，启动知识创造的第二个螺旋；第三梯度：体验真实教学情境，启动知识创造第三个螺旋。三梯度发展模型跨度师范教育的始终，需要师范院校提供实践课程群作为实施保障。
[Abstract]:With the deepening of the reform of basic education in China, various kinds of normal schools have added many courses of educational theory, such as measurement and evaluation of education, educational technology, educational management and so on. Nevertheless, it is still not possible to make normal students adapt to teacher posts smoothly. This phenomenon has caused people to doubt normal education, emphasizing that educational theory does not achieve the purpose of enhancing students' teaching ability; and education apprenticeships, It is also obvious to all that the technical orientation of the goal orientation of the educational practice courses such as microteaching and educational practice, the randomness of the content arrangement, the phenomenon of "formality" in the implementation and the inefficiency of the evaluation. The cooperation between teachers' colleges and middle and primary schools is quite different, and many primary and secondary schools simply close their doors and refuse to take internships or internships. Teachers and normal students are in the dilemma of the embarrassing state of all kinds of frustrating phenomenon to send a signal to us: the rationality of the normal curriculum structure is once again seriously challenged! After summing up, it is not difficult to find that the causes of these crises in normal education lie in the disconnection between the educational theory curriculum and the teaching practice curriculum (such as practice), which leads to the lack of "teaching practical knowledge" among normal school students. The purpose of this paper is to train the normal students to form the teaching practice knowledge, and to explain the process of the normal school students forming the teaching practice knowledge theoretically, that is, to construct the development model of the normal school students forming the teaching practice knowledge. The specific problems are as follows: first, to interpret the essential attributes of teaching practical knowledge and analyze the characteristics of teaching practical knowledge, and then to analyze and deconstruct the forming process of teaching practical knowledge from two perspectives. On this basis, this paper constructs a three-gradient development model of teaching practice knowledge for normal students. Finally, applying the above development model of teaching practical knowledge formation, this paper analyzes the current cases of normal courses, and puts forward the prospects for the reform of normal education. There are three points of innovation in this paper: 1, to deconstruct the forming process of teachers' practical knowledge from two perspectives. From the point of view of knowledge creation theory, the forming process of teaching practical knowledge is a process of knowledge creation, and from the perspective of experiential learning theory, The forming process of teaching practice knowledge is also a situation-based experiential learning process. A three-gradient development model is established, which not only conforms to the rules of formation of knowledge itself, but also suits the learning of normal students. That is, the first gradient: training professional teaching skills, starting the first spiral of knowledge creation; the second gradient: experiencing the typical teaching situation, starting the second spiral of knowledge creation; the third gradient: experiencing the real teaching situation, Initiate the third spiral of knowledge creation. The three grads development model span the normal education from beginning to end, which needs to provide the practice course group as the implementation guarantee.
【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

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