小学新手教师实践性知识发展的个案研究

发布时间：2018-06-28 17:59

本文选题：新手教师 + 实践性知识　；参考：《上海师范大学》2015年硕士论文

【摘要】：随着我国基础教育改革的不断推进,教师教育改革的不断发展,教师专业发展成为人们关注的热点问题。教师实践性知识作为教师专业发展的主要知识基础,也引起了国内学者的研究热情。新手教师阶段作为教师专业发展和职业生涯的关键期,他们是如何获得教学感,逐渐适应教育教学工作的?这引起了笔者的研究兴趣。教师实践性知识支撑着教师日常的教育教学行为。那么,小学新手教师拥有怎样的实践性知识,他们是如何获得这些知识的呢?笔者选取一名小学新手S教师为研究对象,采取叙事研究的方法对其展开个案研究,通过走近S教师真实的教育教学生活世界,采用课堂观察和深度访谈的方式搜集资料,了解和剖析其拥有和使用着的实践性知识。本文由五章构成:第一章为绪论。主要对研究缘由、研究目的和意义以及文献综述进行了介绍。第二章为研究设计。主要包括研究对象、核心概念的界定、研究方法、研究程序以及资料的整理。第三章为S教师实践性知识的构成。主要是从静态的角度,通过叙事故事地呈现,对S教师实际拥有和使用的实践性知识进行分析。第四章为S教师实践性知识的发展。主要是从动态的角度,对S教师实践性知识发展的过程、发展的路径及影响因素进行了深入分析。第五章为结论。通过对S教师实践性知识的静态和动态两方面的分析,得出S教师拥有的实践性知识并不丰富,其生成和发展受诸多因素的影响。结合研究发现,对丰富和发展新手教师的实践性知识提出了针对性建议,即教师个人生活史分析、加强对实践的反思、改善教师教育、构建学习共同体这四个方面。最后对研究局限进行了反思,及对后续研究提出了展望。
[Abstract]:With the development of basic education reform and teacher education reform, teachers' professional development has become a hot issue. As the main knowledge base of teachers' professional development, teachers' practical knowledge has aroused the enthusiasm of domestic scholars. As the key period of teachers' professional development and career, how do novice teachers get the sense of teaching and adapt to the teaching work gradually? This has aroused the author's research interest. Teachers' practical knowledge supports teachers' daily teaching behavior. So what kind of practical knowledge does the novice teacher have and how do they get the knowledge? The author chooses a novice S teacher in primary school as the object of study, and carries out a case study on it by narrative research. By approaching the real education and teaching life world of S teachers, the author adopts classroom observation and in-depth interviews to collect information. Understand and analyze the practical knowledge it possesses and uses. This paper consists of five chapters: the first chapter is an introduction. This paper mainly introduces the reason, purpose and significance of the research and literature review. The second chapter is the research design. Mainly includes the research object, the core concept definition, the research method, the research procedure and the data arrangement. The third chapter is the composition of S teacher's practical knowledge. Mainly from the static point of view, through narrative story presentation, the practical knowledge that S teachers actually own and use is analyzed. The fourth chapter is the development of S teacher's practical knowledge. Mainly from the dynamic point of view, the development process, development path and influencing factors of S teachers' practical knowledge are deeply analyzed. Chapter five is the conclusion. Through the static and dynamic analysis of the practical knowledge of S teachers, it is concluded that the practical knowledge possessed by S teachers is not abundant, and its formation and development are influenced by many factors. Combined with the research, the author puts forward some suggestions to enrich and develop the practical knowledge of novice teachers, that is, the analysis of teachers' personal life history, the strengthening of reflection on practice, the improvement of teacher education, and the construction of learning community. Finally, the limitations of the study were reviewed, and the prospects for further research were put forward.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

【参考文献】