职前幼儿教师实践性知识的发展:现状、影响因素及教育建议

发布时间：2018-01-01 20:32

本文关键词：职前幼儿教师实践性知识的发展:现状、影响因素及教育建议　出处：《教育研究与实验》2017年02期 　论文类型：期刊论文

【摘要】：通过访谈和开放式问卷确定了职前幼儿教师实践性知识的基本结构:关于自我认知的实践性知识、幼儿一日生活组织的实践性知识、幼儿发展的实践性知识、幼儿研究的实践性知识和环境互动的实践性知识。在此基础上,对来自全国9所师范高校的1916名学前教育专业师范生进行调查,结果显示:(1)职前幼儿教师实践性知识的总体发展状况良好,其中关于幼儿一日生活组织的实践性知识发展水平最高,关于幼儿发展的实践性知识发展水平最低;(2)职前幼儿教师的实践性知识在性别、年级、生源地及学前教育专业是否为报考本科的第一志愿等人口学变量方面均存在显著差异;(3)影响职前幼儿教师实践性知识发展的因素主要来源于个体和学校两方面,个体因素包括自我个性特征、早期生活与学习经验和学习动机,学校因素包括教育实习、教育见习和专业课程学习。针对调查发现,提出了提升职前幼儿教师实践性知识的教育建议。
[Abstract]:Through interviews and open questionnaires, the paper determines the basic structure of pre-service preschool teachers' practical knowledge: the practical knowledge about self-cognition, the practical knowledge of children's life organization in 1st, and the practical knowledge of infant development. On the basis of this, 1916 normal school students majoring in preschool education from 9 normal universities in China were investigated. The results showed that the development of pre-service preschool teachers' practical knowledge was good, of which the development level of practical knowledge about children's life organization in 1st was the highest. The level of practical knowledge development on early childhood development is the lowest; (2) there were significant differences in pre-service preschool teachers' practical knowledge in terms of sex, grade, place of origin of students and whether preschool education major was the first voluntary demographic variable for undergraduate examination. 3) the factors influencing the development of pre-service preschool teachers' practical knowledge mainly come from two aspects: individual and school. Individual factors include self-personality, early life and learning experience and learning motivation. The school factors include educational practice, educational probation and professional curriculum learning. In view of the findings of the investigation, the author puts forward some suggestions on how to improve the practical knowledge of pre-service preschool teachers.
【作者单位】：沈阳师范大学学前与初等教育学院;
【基金】：国家社会科学基金“十二五”规划2015年度教育学一般课题“‘卓越幼儿教师’实践性知识发展研究”(项目编号:BHA150080)的阶段性研究成果
【分类号】：G61-4;G652
【正文快照】： 一、问题提出实践性知识是教师教学知识的重要组成部分,能有效地指导教师的教学实践,是教学知识的落脚点。[1]作为教师专业发展的知识基础,学者们从消解理论与实践之间的鸿沟、回归教师的日常教育实践、确认教师群体的专业性质和促进教师个人的专业发展等角度强调了它的研究意

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