学科教学知识的情感维度——职前幼师个案研究

发布时间：2018-06-07 02:03

本文选题：学科教学知识 + 情感　；参考：《教育学术月刊》2016年06期

【摘要】：随着教师知识在教师专业发展过程中核心地位的确立,越来越多的研究者开始对学科教学知识的内涵进行理论和实证研究。该研究以学前教育专业学生小雨的一节教学实践课为例,通过深度访谈和实物收集等质性研究方法,围绕小雨在实践教学中的学科教学知识形成过程中情感的发展脉络进行资料收集,尝试分析情感在学科教学知识形成过程中所起的作用。研究发现,小雨个人的经历、师幼互动的体验、对社会文化制度的态度和体验都影响着其学科教学知识的运用。执教者在教学实践过程中形成的情感知识与学科教学知识彼此互相交织并糅合形成某种情感氛围,在这种氛围下,其PCK具有了强烈的教师个人特征。该研究的贡献在于:教与学中教师的情感知识是教师知识体系中不可分割的一部分,有必要更新当前PCK的观念,承认情感知识的独特性。
[Abstract]:With the establishment of the core position of teacher knowledge in the process of teacher professional development, more and more researchers begin to carry out theoretical and empirical research on the connotation of subject teaching knowledge. This study takes a lesson of teaching practice for pre-school education students as an example, through some qualitative research methods, such as in-depth interviews and physical collection. Based on the collection of information on the development of emotion in the course of the formation of subject teaching knowledge in practical teaching, this paper attempts to analyze the role of emotion in the formation of subject teaching knowledge. It is found that the individual experience of Xiaoyu, the experience of interaction between teachers and children, the attitude and experience to the social and cultural system all affect the application of the subject teaching knowledge. The emotional knowledge formed by the teacher in the process of teaching practice and the subject teaching knowledge interweave with each other and form a certain emotional atmosphere. In this atmosphere, the PCK has strong personal characteristics of the teacher. The contribution of this study is that teachers' emotional knowledge is an integral part of teachers' knowledge system in teaching and learning. It is necessary to update the current concept of PCK and recognize the uniqueness of emotional knowledge.
【作者单位】：北京师范大学教育学部教育管理学院;安阳幼儿师范高等专科学校学前教育系;
【分类号】：G652;G61-4

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