一位小学班主任教师实践性知识的叙事研究

发布时间：2018-11-28 21:04

【摘要】：随着对于知识形态认识的不断深入,人们发现教师拥有多元的知识体系。其中不但包含理论知识,而且有实践性知识。与理论知识相比,实践性知识更富有个体性、情境性、创造性,它在教师的实际工作中被更加广泛地使用着。因此,对于教师实践性知识的研究不仅是教育理论发展的必然要求,也是中小学教育实践的迫切需要。小学班主任教师在班集体和学生个体的健康发展中扮演着重要的角色。了解其在实际的教育场域中拥有怎样的实践性知识,以及这些知识的生成、发展和运作机制,并形成理论与实践并重的知识体系,对于小学班主任教师的专业发展具有重要意义。本研究聚焦于探寻小学班主任教师实践性知识的主要构成及其生成与发展机制,试图通过对文献的研究、个人生活史的回溯、实践场域的探寻、理论的探讨等方式对其实践性知识的生成与发展机制作出论证与阐释,并在此基础上探讨小学班主任教师实践性知识的可能发展路径。首先,结合已有研究对研究对象的实践性知识构成进行分析与探讨,并在已有理论成果的基础上建构小学班主任教师实践性知识的理论分析框架。该框架包含了:教育信念、批判反思知识、管理知识、自我知识、人际知识等五个方面。然后通过收集的实证资料探寻研究对象在真实的教育实践活动中具体呈现出哪些实践性知识,它们的表征方式是什么。其次,在实践探寻的基础上,借鉴生活世界理论和实践哲学的相关理论对研究对象的实践性知识的生成和发展机制进行理论阐释。主要是对其个人生活史进行历史回溯,重点分析她所经历的关键事件和遇到的关键他人对其实践性知识形成的影响。研究对象在学校这个实践共同体中,与其他合作伙伴的合作中怎样生成和发展其实践性知识。通过研究获得如下认识:小学班主任教师实践性知识的来源主要有两个途径。一是理论学习,二是经验的内化。理论学习的实质就是把公共知识转化为个人知识,这种途径可以使教师快速积累起丰富的教育知识。经验内化的过程实质是将自己的实践活动获得的经验顺利的延伸到未来实践中所采取的必要的反思过程。在这一过程中观念、理智和思维共同发生作用。最后,结合文献研究探讨小学班主任教师实践性知识生成与发展的可能路径:1.不断努力学习理论知识增加知识储备。2.重视教师已有的知识经验背景。3.提高反思的水平开拓反思途径。4.促进教师间互动建立学习型组织。
[Abstract]:With the deepening understanding of knowledge form, it is found that teachers have multiple knowledge systems. It contains not only theoretical knowledge, but also practical knowledge. Compared with theoretical knowledge, practical knowledge is more individual, situational and creative, and is widely used in teachers' practical work. Therefore, the study of teachers' practical knowledge is not only the inevitable requirement of the development of educational theory, but also the urgent need of the educational practice in primary and secondary schools. Class teacher plays an important role in the healthy development of class and individual students. To understand what practical knowledge they possess in the actual educational field and the mechanism for their generation, development and operation, and to form a knowledge system that attaches equal importance to theory and practice, It is of great significance to the professional development of the teacher in charge of the class in primary school. This study focuses on the exploration of the main components of the practical knowledge of the primary school head teacher and its formation and development mechanism, and attempts to explore the field of practice through the study of literature, the retrospect of personal life history, and the exploration of the practical field. On the basis of theoretical discussion, this paper demonstrates and interprets the mechanism of the formation and development of practical knowledge, and discusses the possible development path of practical knowledge of primary school teacher. First of all, combining with the practical knowledge structure of the existing research objects, and on the basis of the existing theoretical results, this paper constructs the theoretical analysis framework of the practical knowledge of the primary school head teacher. The framework includes five aspects: educational belief, critical reflection knowledge, management knowledge, self-knowledge and interpersonal knowledge. Then through the collected empirical data to find out what practical knowledge and what are their representations in the real educational practice activities. Secondly, on the basis of the exploration of practice, using the theory of life world and the theory of practical philosophy for reference, this paper explains theoretically the generation and development mechanism of the practical knowledge of the object of study. It mainly reviews her personal life history and analyzes the key events she has experienced and the influence of key others on the formation of her practical knowledge. How to produce and develop practical knowledge in cooperation with other partners in the school community of practice. Through the study, we can get the following understanding: there are two main sources of practical knowledge for primary school class teachers. One is theoretical learning, the other is the internalization of experience. The essence of theoretical learning is to transform public knowledge into personal knowledge, which can make teachers accumulate abundant educational knowledge quickly. The process of experience internalization is essentially a necessary process of reflection, which extends the experience gained from one's own practical activities to the future practice. In this process, ideas, reason and thinking work together. Finally, combining with the literature research, this paper discusses the possible path of the practical knowledge generation and development of the primary school class teacher: 1. Continue to work hard to learn theoretical knowledge to increase the knowledge reserve. 2. Pay attention to the background of teachers' knowledge and experience. 3. Improve the level of reflection and explore ways of reflection. 4. To promote the interaction between teachers to establish a learning organization.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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