幼儿教师个体实践知识形成的叙事研究

发布时间：2018-02-22 11:43

本文关键词： 幼儿教师实践知识叙事研究　出处：《华东师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 随着对教师研究的转向以及教师专业化运动的兴起,已经有越来越多的学者认识到教师实践性知识在教师专业发展领域中的重要性。但已有研究往往较多侧重探讨实践知识的定义、特征和作用,较少关注教师实践知识形成和发展的具体过程；比较倾向于孤立地研究实践知识,而忽略了理论知识对教师专业发展的作用。并且对于幼儿教师实践知识的探究几乎处于空白阶段,而实践知识又是教师专业化发展的重要知识基础。因此,本研究取一位处于专业发展成熟期的幼儿园教师——C老师作为个案研究对象,在教育叙事研究的框架下,结合访谈法和课堂观察法对C老师的实践性知识生成与发展的轨迹进行探寻,通过叙述教学生活中发生的“故事”,来挖掘“故事”背后的意义。研究主要探究C老师实践知识的三个主要组成部分——人际知识、教育信念、自我知识的形成过程以及形成过程中的主要影响因素。研究发现：C老师的人际知识在内容上呈现逐渐丰富化的的形成过程；其教育信念在结构上呈现逐渐系统化的形成过程；其自我知识在性质上呈现趋于内省化的形成过程。并且对C老师实践知识形成路径进行梳理得出：家庭教育背景和先前的受教经历是其实践知识孕育和形成的背景；与理论知识产生真正联结是其实践知识更新和发展的核心；良好的工作状态是其实践知识形成的动力和保障；独特的个性是其实践知识形成的内在驱动力。全文共分六章：第一章是绪论部分,包括研究的缘起、文献综述、研究的意义、研究思路与问题、关键概念界定、研究的方法和过程以及对合作教师自身和其所在幼儿园做简单的背景介绍。第二、三、四章分别从内容、结构和性质的变化的角度探讨C老师关于幼儿的知识、教育信念以及自我知识的具体形成过程,并展开对其形成过程中影响因素的分析。第五章针对前三章中对C老师各部分实践知识形成的过程以及影响因素的阐述,从中梳理总结出C老师实践知识形成的主要路径。第六章是研究的启示与建议部分,将就如何促进“老教师”实践知识更新的问题,对教师自身、教师专业发展的支持者提出一些建议,同时对本研究的局限与不足做出自己的反思。
[Abstract]:With the turn of teacher research and the rise of teacher specialization movement, More and more scholars have recognized the importance of teachers' practical knowledge in the field of teachers' professional development. Less attention is paid to the concrete process of teachers' practical knowledge formation and development; they tend to study practical knowledge in isolation. It ignores the effect of theoretical knowledge on teachers' professional development, and the exploration of preschool teachers' practical knowledge is almost blank, and practical knowledge is the important knowledge base of teachers' professional development. Therefore, this study takes a kindergarten teacher in the mature period of professional development, teacher C as the case study object, under the framework of educational narrative research. Combining interview method and classroom observation method to explore the track of C teacher's practical knowledge generation and development, Through the narration of the "story" in the teaching life, the meaning behind the "story" is excavated. The study mainly explores the three main components of teacher C's practical knowledge-interpersonal knowledge, educational belief, and so on. The study found that teacher: C's interpersonal knowledge is gradually enriched in content, his educational belief is gradually systematized in structure, and his educational belief is gradually systematized in structure, and in the process of forming self-knowledge and the main influencing factors in the process of forming self-knowledge, the study finds that the teacher's interpersonal knowledge is gradually enriched in content. The formation process of self-knowledge tends to introspection in nature, and the formation path of practical knowledge of teacher C is combed out. It is concluded that the background of family education and previous experience of education are the background of gestation and formation of practical knowledge; The real connection with theoretical knowledge is the core of its practical knowledge renewal and development; good working state is the motive force and guarantee of its practical knowledge formation; and its unique personality is the internal driving force of its practical knowledge formation. This paper is divided into six chapters: the first chapter is the introduction, including the origin of the study, literature review, the significance of the study, research ideas and problems, the definition of key concepts, The methods and processes of the study and a simple background introduction to the cooperative teachers themselves and their kindergartens. Chapter two, three and four respectively discuss teacher C's knowledge about children from the point of view of the change of content, structure and nature. The concrete forming process of educational belief and self-knowledge, and the analysis of the influencing factors in the forming process of educational belief and self-knowledge. Chapter 5th expounds the forming process and influencing factors of each part of practical knowledge of teacher C in the first three chapters. Chapter 6th is the enlightenment and suggestion part of the research, which will discuss how to promote the renewal of the practical knowledge of the "old teachers". The proponents of teacher professional development put forward some suggestions and make some reflections on the limitations and shortcomings of this study.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G615

【引证文献】