幼儿教师缄默知识及其专业化发展

发布时间：2018-04-01 03:35

本文选题：缄默知识　切入点：幼儿教师　出处：《山东师范大学》2010年硕士论文

【摘要】： 随着教育的发展,人们逐渐认识到教师知识结构是影响教育教学的关键因素,教师知识结构成为近年来教育研究的热点问题。但研究者绝大多数都限于研究教师的显性知识,而忽视了组成教师知识的另一种知识类型——缄默知识。缄默知识是人类重要的知识类型,它与显性知识相对,和显性知识共同构成人类知识的总体。缄默知识是高度个体化、难以形式化的、难以与他人共享的知识,却是人们认识和行动的基础,对人们的行为影响深刻而持久,与显性知识相比,这种知识对人们的认识活动或行动的影响作用更强大,就是人们“日用而不知”的一类知识。缄默知识是幼儿教师专业化发展的知识基础,但由于缄默知识具有内隐性特征,人们往往忽视它们的存在,任其在日常教学活动中、在幼儿教师专业成长过程中自发地产生作用,尤其幼儿教师消极的缄默知识在起作用时,将会产生严重的后果。鉴于此,本论文主要从教师专业化发展视角,探讨缄默知识的内涵、对幼儿教师专业成长的意义、缄默知识的现实遭遇以及缄默知识的积累与构建的途径等几个问题。全文的具体分为个部分: 前言,主要阐述了选题缘由、研究意义、相关研究综述以及本文的研究方法。第一部分,缄默知识:幼儿教师专业化发展的根基。本部分主要论述了幼儿教师缄默知识的内涵、结构与性质特征;幼儿教师缄默知识对其专业化发展的意义及缄默知识在幼儿教师专业化发展过程中的作用机制与功能。第二部分,幼儿教师专业化发展中缄默知识的现实遭遇:缄默知识知识作用实现的缺位。本部分主要从幼儿教师专业培训、幼儿教师业务评价、幼儿教师教研工作制度及常规实践、幼儿教师个体教育行为几个方面揭示幼儿教师缄默知识的现状。第三部分,缄默知识的构建及归位:促进幼儿教师的专业化发展。本部分主要阐述缄默知识的构建与积累的途径以及发挥幼儿教师缄默知识的正向功能,最终促进幼儿教师专业化顺利、有效的发展。
[Abstract]:With the development of education , it is gradually realized that the teacher ' s knowledge structure is the key factor affecting the teaching of education . The teacher ' s knowledge structure becomes a hot topic in the research of education in recent years . However , most of the researchers are limited to studying the explicit knowledge of the teacher , and neglect the other type of knowledge that constitutes the teacher ' s knowledge .

The tacit knowledge is a kind of knowledge base of the professional development of early childhood teachers . But because of the implicit characteristic of tacit knowledge , this knowledge is a kind of knowledge base for the professional development of early childhood teachers , but because of the implicit characteristic of tacit knowledge , this paper discusses the connotation of tacit knowledge , the significance of tacit knowledge , the reality of silence knowledge and the way to build up the tacit knowledge .

The preface mainly expounds the reasons , the significance of the study , the summary of the relevant research and the research methods in this paper .

The first part , tacit knowledge : the foundation of the professional development of early childhood teachers . This part mainly discusses the connotation , structure and property characteristics of the tacit knowledge of early childhood teachers , the significance of the tacit knowledge of early childhood teachers to the specialization development and the role mechanism and function of tacit knowledge in the professional development of early childhood teachers .

The second part , the reality of tacit knowledge in the professional development of early childhood teachers : the absence of tacit knowledge knowledge . This part mainly discusses the current situation of the tacit knowledge of early childhood teachers from several aspects of preschool teacher professional training , early childhood teacher business evaluation , early childhood teacher education research work system and general practice , and individual education behavior of early childhood teachers .

The third part , the construction and return of tacit knowledge : promotes the professional development of early childhood teachers . This part mainly expounds the way of constructing and accumulating the tacit knowledge and the forward function of giving play to the tacit knowledge of early childhood teachers , and finally promotes the professional smooth and effective development of early childhood teachers .

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G615

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