幼儿园教师实践性知识发展的个案研究

发布时间：2018-02-25 20:06

本文关键词： 幼儿园教师实践性知识影响因素途径　出处：《西北师范大学》2010年硕士论文　论文类型：学位论文

【摘要】：教师实践性知识是教师知识的核心,是教师专业发展的基础性知识,它渗透于教师的教育教学中,是教师在教育教学中真正运用的知识。实践性知识虽然不如理论性知识显而易见,但它有助于教师对理论性知识的理解和内化,有助于教师对教育教学活动中具体问题的解决。因此,教师实践性知识在教师的教育教学中发挥着不可替代的作用。近年来,随着教师实践性知识重要性的日益显现,人们对其的研究日益增多。如在教师实践性知识的理论层面上,国内外研究者已对其内涵、特征、生成途径、影响因素等作了有益的探讨;在实践层面上,一些研究者已通过叙事研究、个案研究等方法对中小学教师的实践性知识进行了深入研究,但目前对于幼儿园教师实践性知识的专门研究还是相对较少。虽然中小学教师的实践性知识可以为幼儿园教师实践性知识的发展提供一定的借鉴,但幼儿园教师的实践性知识还是存在着一些特殊性。且在幼儿园教育教学的实践中,笔者发现骨干教师与初入职教师在实践性知识上存在着显著差异。对此,笔者希望通过对幼儿园骨干教师实践性知识的探究,揭示其所具有的实践性知识以及发展的影响因素,进而为幼儿园教师实践性知识的发展探究一种有效途径,以此来促进幼儿园教师的专业发展。本研究共由四部分组成: 第一章主要对本研究的研究缘起、研究目的、研究意义、研究内容与研究方法进行了阐述,以及对国内外教师实践性知识的已有研究进行系统梳理。第二章主要从观摩教学活动、日常教学活动、生活活动、教研活动这四个具体场景,对W老师所具备的实践性知识进行挖掘和分析。第三章主要分析了W老师实践性知识发展的影响因素。从教师的自身因素来说,包括个人经历、个性特征、自我反思等;从外部环境因素来说,包括师傅的传帮带、教师间的交流与合作、专家的引领等,其中教师自身因素是W老师实践性知识发展的基础。第四章主要结合W老师实践性知识发展的影响因素,探讨幼儿园教师实践性知识的发展途径,即教师进修学习、反思教学实践经验、构建教师学习共同体。
[Abstract]:Teachers' practical knowledge is the core of teachers' knowledge and the basic knowledge of teachers' professional development. Practical knowledge is not as obvious as theoretical knowledge, but it helps teachers to understand and internalize theoretical knowledge. Therefore, teachers' practical knowledge plays an irreplaceable role in teachers' education and teaching. In recent years, with the increasing importance of teachers' practical knowledge, more and more people have studied it. For example, on the theoretical level of teachers' practical knowledge, researchers at home and abroad have been aware of its connotation, characteristics and ways of generation. On the practical level, some researchers have studied the practical knowledge of primary and secondary school teachers through narrative study, case study and other methods. However, there are still relatively few researches on the practical knowledge of kindergarten teachers. Although the practical knowledge of primary and secondary school teachers can provide some reference for the development of practical knowledge of kindergarten teachers, However, there are still some particularities in the practical knowledge of kindergarten teachers, and in the practice of kindergarten teaching, the author finds that there are significant differences in practical knowledge between the backbone teachers and the new teachers. The author hopes to reveal the practical knowledge and the influencing factors of its development by exploring the practical knowledge of kindergarten backbone teachers, and then to explore an effective way for the development of practical knowledge of kindergarten teachers. In order to promote the professional development of kindergarten teachers, this study consists of four parts:. The first chapter mainly discusses the origin, purpose, significance, research content and research methods of this study, and systematically combs the existing research on the practical knowledge of teachers at home and abroad. The second chapter mainly from the observation of teaching activities, daily teaching activities, life activities, teaching and research activities of these four specific scenes, to explore and analyze the practical knowledge of teacher W. The third chapter mainly analyzes the influencing factors of teacher W's practical knowledge development. From the teacher's own factors, including personal experience, personality characteristics, self-reflection, etc. The teachers themselves are the basis of W teachers' practical knowledge development. The 4th chapter mainly combines the influencing factors of W teachers' practical knowledge development, and probes into the development ways of kindergarten teachers' practical knowledge, that is, teachers' further study, reflection on teaching practice experience, and construction of teachers' learning community.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G615

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