幼儿教师教育机智的现象学研究

发布时间：2018-09-04 15:17

【摘要】： 随着教师专业化发展的不断深入,人们越来越认识到教师的专业素质是决定教育是否成功的关键环节,教师应该具备哪些专业素质成为教育领域所关注的焦点问题。然而人们也发现:深刻的教育哲学观点、先进的课程理念、科学的教育方法似乎并不能直接让教师有更好的办法来成功的处理教育所面临的具体问题——时空不同、师生各异,使教育情境也千差万别、变动不居。尤其对于我国的幼儿教师而言,学前教育处于基础教育初始阶段,幼儿园课程的设置并没有统一的规定和标准;又由于幼儿教育所针对的教育对象身心发展的独特性,使得幼儿教师在组织教育活动时要面临更大的变化空间,要面对更复杂多变的教育情境,这些都要求幼儿教师有一种即时解决教育问题的能力,即教育机智。笔者在阅读大量相关文献的基础上,总结了有关教育机智的国内外研究,包括教育机智的定义、特征、影响因素和培养策略的研究。在借鉴了前人的认识和经验前提下,笔者认为:教育机智即是教师在教育、教学活动中,在突发地,随即变化的情景下能够立即采取有教育意义的行为的能力。本研究运用了现象学的相关理论以及现象学的研究方法。现象学研究方法秉承了现象学“回到事情本身”和“生活世界”的理念,注重研究对象的主观体验,重视研究者面对研究资料的直觉分析。对某所幼儿园的三名教师进行了访谈并对其教育工作进行了实地的观察。在收集整理资料的过程中,研究者尽量的悬置已有的知识和经验,以开放的态度面对研究文本,通过细致入微的描述呈现并提炼出材料集中反映的主题:教师所具有的复杂矛盾的教育观念、内隐而模糊的教育技巧、教师的知识以及教师对幼儿所抱有的情感都深刻的影响了教师的即时的教育行为。最后笔者试图在此基础上归纳出材料所体现的幼儿教师教育机智的特点,总结了幼儿教师教育机智的影响因素,并提出了建议。
[Abstract]:With the deepening of teachers' professional development, more and more people realize that teachers' professional quality is the key link to determine the success of education, and what professional qualities teachers should possess has become the focus of attention in the field of education. However, people also find that a profound philosophical view of education, advanced curriculum concepts, and scientific educational methods do not seem to directly give teachers a better way to successfully deal with the specific problems facing education-different time and space, different teachers and students, different teachers and students. So that the educational situation is also very different, not to live in change. Especially for the preschool teachers in our country, preschool education is in the initial stage of basic education, and there are no uniform regulations and standards for the kindergarten curriculum, and because of the uniqueness of the physical and mental development of the educational objects targeted by the early childhood education, It makes preschool teachers face more space for change and more complex and changeable educational situations when organizing educational activities. All of these require kindergarten teachers to have an ability to solve educational problems immediately, that is, educational wit. On the basis of reading a large number of relevant documents, the author summarizes the domestic and foreign studies on educational tact, including the definition, characteristics, influencing factors and training strategies of educational tact. On the premise of drawing lessons from the forefathers' understanding and experience, the author holds that: educational wit is the ability of a teacher to take educational meaningful behavior in education and teaching activities, in a situation of sudden and immediate change. This study uses the theory of phenomenology and the research method of phenomenology. The phenomenological research method adheres to the idea of "going back to the matter itself" and "living world", pays attention to the subjective experience of the research object, and attaches importance to the intuitive analysis of the research data. Three teachers in a kindergarten were interviewed and their educational work was observed. In the process of collecting and arranging the data, the researchers try to suspend the existing knowledge and experience, and face the research text with an open attitude. Through a detailed description of the presentation and extraction of the theme of the concentration of the material: the teacher has a complex and contradictory educational concept, implicit and vague educational skills, The teacher's knowledge and the teacher's emotion to the child deeply influence the teacher's immediate education behavior. Finally, the author tries to sum up the characteristics of early childhood teachers' educational tact embodied in the materials, summarize the influencing factors of preschool teachers' educational tact, and put forward some suggestions.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615

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