幼儿园教师问题意识研究
发布时间：2018-09-11 07:16
【摘要】：本文是关于幼儿园教师问题意识研究的结果。本研究采用质的研究方法,选取幼儿园同一班级中的三名教师作为研究对象,探讨问题意识在幼儿园教师反思过程中作用的本质。 研究者通过对资料的分析和整理,概括了幼儿园教师问题意识的构成要素和运行过程。首先,研究者认为幼儿园教师主体、环境供养、不确定性意图和提出问题是问题意识的构成要素,进而分析了这些因素之间的关系。接着,本研究归纳了三位教师问题意识运行过程的四种共有类型。 通过对幼儿园教师问题意识的主体促进因素的分析,研究者以为教师自我成长的开放性、自我体验的敏感性、个体思维的反省性是教师问题意识产生的重要因素。由此,研究者运用凯恩夫妇提出的有意义学习理论中所涉及的三个相互作用的要素,分析了这些因素的特点。 通过对幼儿园教师问题意识情境的类型和特点分析,特别是日常教育进行过程中的师幼互动情境,研究者得出以下三个结论:第一,幼儿园教师问题意识的情境是由若干“结构不良”的、相互关联的、具体的情境组合而成的“情境链”;第二,幼儿园教师问题意识的情境是以幼儿园教师主导的持续、主动地与不同信息域之间进行思考、行动而建构的;第三,时间是幼儿园教师问题意识的情境的重要变量。在此基础上,研究者运用情境认知理论,从情境中的个体思维和行为建构的角度,分析了幼儿园教师问题意识情境的意义。 针对以上幼儿园教师问题意识的现状,研究者主要针对本研究从研究方法、研究内容和策略三方面进行了反思。最后,研究者对自身在研究中的意义和身份进行了反思。
[Abstract]:This article is about the kindergarten teacher question consciousness research result. This study adopts qualitative research method, selects three teachers in the same kindergarten class as the object of study, and probes into the essence of the role of question consciousness in the process of kindergarten teachers' reflection. Through the analysis and arrangement of the data, the author generalizes the constituent elements and the running process of the kindergarten teachers' problem consciousness. Firstly, the researchers think that kindergarten teachers' main body, environment support, uncertain intention and question raising are the constituent elements of problem consciousness, and then analyze the relationship between these factors. Then, this study sums up four common types of three teachers'problem consciousness. Through the analysis of the main promotion factors of kindergarten teachers' problem consciousness, the researchers think that the openness of teachers' self-growth, the sensitivity of self-experience and the introspection of individual thinking are the important factors of teachers' problem consciousness. Therefore, the researchers analyzed the characteristics of these factors by using the three elements of interaction involved in the meaningful learning theory proposed by the Kane and his wife. Based on the analysis of the types and characteristics of kindergarten teachers' problem awareness situation, especially the teacher-child interaction situation in the course of daily education, the researcher draws the following three conclusions: first, The situation of kindergarten teachers' problem consciousness is a "situational chain" which is composed of a number of "ill-structured", interrelated and concrete situation combinations; second, the situation of kindergarten teachers' problem consciousness is a continuous one, which is dominated by kindergarten teachers. Thirdly, time is an important variable in the situation of kindergarten teachers' problem consciousness. On this basis, the researcher analyzes the significance of the situation of kindergarten teachers' problem consciousness from the perspective of individual thinking and behavior construction by using the theory of situational cognition. In view of the present situation of kindergarten teachers' problem consciousness, the researcher mainly reflects on the research methods, contents and strategies. Finally, the researchers reflect on their own significance and identity in the study.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G615
本文编号：2235991
[Abstract]:This article is about the kindergarten teacher question consciousness research result. This study adopts qualitative research method, selects three teachers in the same kindergarten class as the object of study, and probes into the essence of the role of question consciousness in the process of kindergarten teachers' reflection. Through the analysis and arrangement of the data, the author generalizes the constituent elements and the running process of the kindergarten teachers' problem consciousness. Firstly, the researchers think that kindergarten teachers' main body, environment support, uncertain intention and question raising are the constituent elements of problem consciousness, and then analyze the relationship between these factors. Then, this study sums up four common types of three teachers'problem consciousness. Through the analysis of the main promotion factors of kindergarten teachers' problem consciousness, the researchers think that the openness of teachers' self-growth, the sensitivity of self-experience and the introspection of individual thinking are the important factors of teachers' problem consciousness. Therefore, the researchers analyzed the characteristics of these factors by using the three elements of interaction involved in the meaningful learning theory proposed by the Kane and his wife. Based on the analysis of the types and characteristics of kindergarten teachers' problem awareness situation, especially the teacher-child interaction situation in the course of daily education, the researcher draws the following three conclusions: first, The situation of kindergarten teachers' problem consciousness is a "situational chain" which is composed of a number of "ill-structured", interrelated and concrete situation combinations; second, the situation of kindergarten teachers' problem consciousness is a continuous one, which is dominated by kindergarten teachers. Thirdly, time is an important variable in the situation of kindergarten teachers' problem consciousness. On this basis, the researcher analyzes the significance of the situation of kindergarten teachers' problem consciousness from the perspective of individual thinking and behavior construction by using the theory of situational cognition. In view of the present situation of kindergarten teachers' problem consciousness, the researcher mainly reflects on the research methods, contents and strategies. Finally, the researchers reflect on their own significance and identity in the study.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G615
【引证文献】
相关博士学位论文 前1条
1 岳亚平;教师个人知识管理策略的形成与发展[D];南京师范大学;2007年
，本文编号：2235991
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