小学教师教学经验自我改造研究

发布时间：2018-06-16 23:30

本文选题：小学教师 + 教学经验　；参考：《江南大学》2017年硕士论文

【摘要】：随着课程变革的深入,教师专业发展逐渐由“外铄”式转变为“内生”式,不同于过去那种基于外在要求的、带有“他者强加”的被动发展方式,如今教师的专业发展更提倡教师关注自身发展实际的、自内而外的主动发展方式。教学生活既是教师陪伴、推动学生成长的过程,也是教师专业发展的过程。教学经验则是教师沉浸教学生活的智慧结晶。可以说,教学经验是教师专业发展的出发点和落脚点,教学经验及其加工蕴藏着教师专业发展的秘密。这些年来,教学经验研究已成为不少研究者和广大教师关注的论域。然而,查阅国内关于教学经验研究的文献,关注的焦点在于将教学经验视为静态的学习资源或已完成的知识,教学经验的改造与重组仍是一个亟待解决的、关系到教师专业发展水平与成败的重要论题。而研究者的使命不是拼命追赶那些站在教学实践顶端的优秀教师,而是对那些每天奋斗在混乱与困惑中的绝大多数教师予以帮助。因此,笔者站在教师个体自主发展的立场上,深入剖析当下小学教师教学经验的改造现状,力图为广大小学教师提供教学经验自我改造策略的参照,促进他们的专业自主发展。首先,本研究在阅读相关文献的基础上,梳理了教学经验的相关研究现状,澄清教学经验具有显著的主体性特征,教学经验还具有情境性、具身性、内隐性的属性特征。在此基础上重申了教学经验自我改造对教师成长的价值。并以库伯的“经验学习圈”理论为基础,构建了一个教师教学经验自我改造模型,将改造教学经验的过程分为四个阶段,即教师对教学经验的感知阶段、教师对教学经验的反思阶段、教师对教学经验的表达阶段、教师基于已有教学经验的实践阶段。教师的经验改造过程是一个不完全平衡的螺旋上升的过程。其次,通过访谈、参与式观察和问卷调查等方法,对小学教师教学经验及其改造现状进行调查。研究发现:小学教师的教学经验自我改造能力处于一般水平,小学教师普遍缺乏教学经验改造的自觉意识与改造方法。教师专业发展的主观需求与主动发展之间存在矛盾;教师对教学经验意义的理解浮于表层;教师对教学经验处于一种意识得到但难以捕捉的状态,具体表现为“混沌一团”和“若即若离”;教师的教学经验结构自成体系,且处于一个稳定的、封闭的状态。最后,在分析调查问卷数据以及参与式观察结果的基础上,提出了小学教师教学经验自我改造策略,具体包括:一、通过“陌生化”与“问题化”策略改善经验主体与教学经验之间的关系;二、通过阅读与反思策略丰富和拓深教学经验的意义;三、通过教育写作、结合理论重构教学经验系统;四、通过从“我”到“我们”的合作策略构建开放、动态的经验系统;五、通过必要的外部支持系统来帮助教师自主改造自己的教学经验。
[Abstract]:With the deepening of curriculum reform, teachers' professional development has gradually changed from "external hearty" to "endogenous", which is different from the passive way of development based on external requirements and "imposed by others" in the past. Nowadays, teachers' professional development encourages teachers to pay more attention to their own development, from inside to outside. Teaching life is not only the process of teachers' accompanying and promoting students' growth, but also the process of teachers' professional development. Teaching experience is the crystallization of teachers' immersion in teaching life. It can be said that teaching experience is the starting point and foothold of teacher's professional development, and teaching experience and its processing contain the secret of teacher's professional development. Over the years, the study of teaching experience has become the focus of many researchers and teachers. However, by referring to the domestic literature on teaching experience research, the focus of attention is that teaching experience is regarded as a static learning resource or completed knowledge, and the transformation and reorganization of teaching experience is still an urgent task to be solved. Related to the level of professional development of teachers and success or failure of an important topic. The mission of the researchers is not to catch up with the excellent teachers who stand at the top of the teaching practice, but to help the vast majority of teachers who struggle in chaos and confusion every day. Therefore, on the stand of teachers' individual self-development, the author deeply analyzes the current situation of the transformation of primary school teachers' teaching experience, and tries hard to provide reference for the majority of primary school teachers to reform their own teaching experience strategies, and to promote their professional self-development. First of all, based on the reading of relevant literature, this study combed the research status quo of teaching experience, clarified that teaching experience has significant subjective characteristics, teaching experience also has the characteristics of situational, physical and implicit. On this basis, the author restates the value of self-transformation of teaching experience to the growth of teachers. On the basis of Cooper's theory of "experience learning circle", this paper constructs a model of self-transformation of teachers' teaching experience, and divides the process of transforming teaching experience into four stages, that is, the stage of teachers' perception of teaching experience. The stage of teachers' reflection on teaching experience, the stage of teachers' expression of teaching experience, and the stage of teachers' practice based on existing teaching experience. The process of teachers' experience transformation is an unbalanced spiral rising process. Secondly, by means of interviews, participatory observation and questionnaire survey, this paper investigates the teaching experience of primary school teachers and the status quo of their reform. It is found that the teaching experience self-transformation ability of primary school teachers is at the general level, and the primary school teachers generally lack the conscious consciousness and reform method of teaching experience transformation. There is a contradiction between the subjective needs of teachers' professional development and active development; teachers' understanding of the meaning of teaching experience is floating on the surface; teachers' understanding of teaching experience is in a state of awareness but difficult to capture. The teaching experience structure of teachers is a system, and it is in a stable and closed state. Finally, on the basis of analyzing the questionnaire data and the results of participatory observation, this paper puts forward the self-reform strategy of primary school teachers' teaching experience, which includes: 1. Improve the relationship between the experience subject and the teaching experience through the strategy of "strangeness" and "problem"; second, enrich and expand the significance of teaching experience through reading and reflection strategy; third, through educational writing, Combining with the theory, the author reconstructs the teaching experience system; fourth, constructs the open and dynamic experience system through the cooperation strategy from "I" to "us"; fifthly, helps the teachers to transform their own teaching experience independently through the necessary external support system.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

【参考文献】