农村小学语文教师教育实践性知识研究

发布时间：2018-05-23 22:55

本文选题：农村 + 小学语文教师　；参考：《广西师范大学》2015年硕士论文

【摘要】：教育的质量往往与教师的质量有着密切关联,教师要进行教育教学活动,必定需要一定的知识基础作为支撑,而这种知识基础正是被许多研究者所认同的教师实践性知识。教师实践性知识对教师专业发展和教师自我的成长具有重要作用。本研究认为教师作为一种职业,其所从事的工作常常与“教育”相连,因此本研究认为采用“教育实践性知识”这一说法更能突出教师职业的特征。根据已有研究的启示,本文把教师的教育实践性知识界定为：教师基于个人原有经验,并在教育教学的实践中以不断认识、学习、体悟和反思的方式主动建构起来的动态化的且带有鲜明的“个性化”的知识体系。它主要来源于教师的教育教学实践并最终服务于教育教学实践,对教师的教育教学行为起着主导作用。本文把研究对象锁定为农村小学语文教师,并且主要采取文献研究法和调查法,关注农村小学语文教师教育实践性知识的发展问题。关于农村小学语文教师教育实践性知识发展的问题,首先必须建构起农村小学语文教师教育实践性知识的结构,本研究认为小学语文学科内容的建构是基础,小学语文教师教学的反思性知识是核心,小学语文教师教学实践是保障。学科内容的建构是学科教师进行学科教学的首要条件,小学语文学科内容的建构是小学语文教师进行教学的前提和基础。小学语文教师教学的反思性知识是教师在对自己的教学进行反思的过程中所总结、归纳得出来的知识,它通常以经验的形式存在于教师的头脑中,是一种不可言传的内隐知识,教学的反思性知识的积累能有效促进教师思考教学背后的意义,是小学语文教育实践性知识的核心。同时,小学语文教师的教育实践性知识是“从实践中来,到实践中去”,只有根植于教育教学的实践,才能促进这种知识显性化,才能获得教育实践性知识发展的保障。关于农村小学语文教师教育实践性知识的特点,本研究概括为：实践性、个体性、情感性和人文性。教育实践性知识是在教育教学的实践中形成的,并最终服务于教育教学实践,因此具有实践性。教师在实践中建构起来的教育实践性知识饱含着教师个体的认识和体验,这是谁都替代不了的,具有个体性的特征。小学语文教育教学饱含了教师个人的情感,教师在这种饱含了情感的小学语文教育教学实践中所获得的教育实践性知识必定带有情感性的特征。同时,教育是富有人文性的,教育不仅要关注学生的智力发展,更要通过教育教学活动培养学生的“善”性,发展学生健全的人格。语文学科的性质也决定了小学语文教学的人文性,语文是工具性和人文性的统一,从教学的角度上来说,语文学科是人文性很强的学科,小学语文的教学也不可忽视人文性的特点。在这种富有人文性的教育教学中获得的教育实践性知识也带有极强的人文性特征。为了更好地探讨农村小学语文教师实践性知识发展的途径,本研究在调查的基础上试分析影响农村小学语文教师教育实践性知识形成的因素,发现这些影响因素主要有外部因素和教师自身的内部因素。外部影响因素有社会氛围、家庭因素、学校受教育的经历、职后学校氛围以及职后的继续教育经历。教师自身的因素包括教师个人的职业理想和职业动机、原有的知识背景、自我反思的意识、自觉的理论学习和教师个人的人际交往。外部因素和教师自身的因素相互影响、相互制约。综合影响农村小学语文教师教育实践性知识的影响因素,从教师教育实践性知识的来源出发,认为农村小学语文教师教育实践性知识的发展需要多方努力。国家需要加大对农村教育的政策支持和财政支持力度,促进教育公平,并且要建构和完善农村小学语文教师培训体系。师范教育院校要合理设置课程结构,适当增加实践类课程的比重,教师入职后的学校要加强校本培训的作用。教师个人则可通过分析个人生活史、学会反思、注重理论阅读、构建教师学习共同体的方式来明晰、内化、提升和发展教育实践性知识。
[Abstract]:The quality of education is closely related to the quality of teachers. Teachers must need a certain knowledge base to carry out education and teaching activities. This knowledge base is the practical knowledge of teachers, which is recognized by many researchers. The practical knowledge of teachers plays an important role in the development of teachers' professional development and the growth of teachers' self. This study believes that the use of "educational practical knowledge" can highlight the characteristics of teachers' profession. According to the Enlightenment of existing research, this paper defines the practical knowledge of teachers as: teachers are based on the original individual classics. In the practice of education and teaching, in the practice of education and teaching, the dynamic and vivid "individualized" knowledge system has been actively constructed in the way of understanding, learning, understanding and reflection. It mainly comes from the teaching practice of teachers and ultimately serves the practice of education and teaching, and plays a leading role in the teaching behavior of teachers. The research object is locked into the rural primary school language teachers, and the literature research method and the investigation method are mainly adopted to pay attention to the development of the practical knowledge of the rural primary school language teachers. On the problem of the development of the practical knowledge of the rural primary school language teachers, the practical knowledge of the rural primary school language teachers must be built first. The construction of the subject content of primary school Chinese is the foundation, the reflective knowledge of the primary Chinese teachers teaching is the core, the teaching practice of the primary school Chinese teachers is the guarantee. The construction of the subject content is the primary condition for the subject teachers to carry on the subject teaching. The construction of the contents of primary school Chinese is the teaching of the primary Chinese teachers. Precondition and foundation. The reflective knowledge of the teaching of primary school language teachers is the knowledge that teachers have summed up in the process of reflection on their own teaching. It usually exists in the mind of teachers in the form of experience, which is an ineffable implicit knowledge, and the accumulation of reflective knowledge of teaching can effectively promote teachers' thinking. The meaning behind the teaching is the core of the practical knowledge of the primary school language education. At the same time, the practical knowledge of the primary language teachers is "from practice and in practice". Only in the practice of education and teaching can we promote this knowledge to be dominant and obtain the guarantee of the development of the practical knowledge of education. The characteristics of teaching practical knowledge are summarized in this study: practical, individualized, emotional and humanistic. The practical knowledge of education is formed in the practice of education and teaching, and ultimately serves the practice of education and teaching. Therefore, it is practical. The practical knowledge built by teachers in practice is full of teachers' individual. The knowledge and experience of the primary language education in primary school is full of personal feelings. The teaching practice of the teachers in this kind of primary language education and teaching practice must have emotional characteristics. At the same time, education is rich in humanity and education. We should not only pay attention to the development of the students' intelligence, but also cultivate the students' "good" nature through education and teaching activities, and develop students' sound personality. The nature of the language discipline also determines the humanities of the primary language teaching, the language is the unity of the tool and the humanities. From the angle of teaching, the subject of Chinese is a very strong humanities. The teaching of learning Chinese can not ignore the characteristics of humanism. The educational practical knowledge gained in this kind of humanistic education also has very strong humanistic characteristics. In order to better explore the way of the development of the practical knowledge of the rural primary school language teachers, this study tries to analyze the influence of the rural primary school language on the basis of the investigation. The factors of the formation of teachers' practical knowledge have found that these factors mainly include external factors and teachers' own internal factors. The external influence factors include social atmosphere, family factors, school experience, post job school atmosphere and post Vocational Continuing education experience. The teacher's own factors include the professional ideal of the teacher. And professional motivation, the original knowledge background, the consciousness of self reflection, self-conscious theoretical study and personal interpersonal communication. The external factors and teachers' own factors interact and restrict each other. The factors affecting the practical knowledge of the rural primary school language teachers, starting from the source of the practical knowledge of the teacher education, are considered as the factors affecting the practical knowledge of the rural primary school language teachers. The development of rural primary school language teachers' educational practical knowledge needs more and more efforts. The state needs to increase policy support and financial support for rural education, promote educational equity, and construct and improve the training system of primary school language teachers in rural areas. Teachers' colleges should set up the curriculum structure reasonably and increase the practical courses properly. In proportion, the school should strengthen the role of school-based training after the teachers' entry. The teachers can analyze the personal life history, learn to reflect, pay attention to the theoretical reading, and build the way of teachers' learning community to clarify, internalize, promote and develop the practical knowledge of education.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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