幼儿教师实践性知识特征的个案研究
发布时间：2018-10-16 12:08
【摘要】： 教师实践性知识的研究兴起于二十世纪八十年代。人们反思了在传统的知识观的影响下过度强调公共知识在教育教学一线作用的教师知识研究,认为公共理论过于抽象、不够具体,欠缺可操作性,过于强调容易忽略教师个人的教育教学经验,也不利于解决教育教学实践中的问题。而实践性知识能够有效的应对理论知识失能的状况。越来越多的教师实践性知识研究表明:教师知识的研究已经出现了一种实践转向,即从研究教师应具有什么样的公共知识转向教师实际具有的实践性知识。 在学前教育领域,幼儿教师负责进行幼儿的保育和教育双重工作,一日教学当中的各种状况都要求教师进行合理、灵活的处理,这对幼儿教师的实践性知识的要求就更为凸显。因此,本研究运用个案研究法,深入到幼儿园教育教学实践中,从实践性知识的结构入手,对幼儿教师的实践性知识进行考察,分析幼儿教师实践性知识所体现出的特征,寻找其原因所在,并在此基础上提出相应建议。 本文主要包括以下五个部分: 第一部分问题提出。主要介绍了研究缘起、研究问题、研究目的和研究意义等问题。 第二部分文献综述。对教师实践性知识以及幼儿教师实践性知识的已有研究进行了梳理和归纳。 第三部分研究方法与过程。包括研究方法的确定、研究对象的选取、研究资料的搜集、资料的整理与分析和研究的效度及伦理。 第四部分是对X幼儿园教师实践性知识状况的考察。呈现并分析了研究对象的实践性知识,包括自我知识、课程与教学知识、情境知识、保育知识、班级管理知识。 第五部分研究的结论与建议。总结了幼儿教师实践性知识的特征,并提出了促进教师实践性知识发展的建议。 研究结果表明,幼儿教师的实践性知识是高度个人化的知识,不同类别的知识间有所交叉,在其形成历程之中收到多种因素的影响。
[Abstract]:The research of teachers' practical knowledge arose in the 1980's. Under the influence of traditional view of knowledge, people reflect on the study of teachers' knowledge, which emphasizes the role of public knowledge in the front line of education and teaching, and thinks that the public theory is too abstract, not concrete enough and lacking in maneuverability. Too much emphasis on neglecting teachers' personal teaching experience is not conducive to solving the problems in teaching practice. Practical knowledge can effectively deal with the disability of theoretical knowledge. More and more researches on teachers' practical knowledge show that there has been a kind of practical turn in the research of teachers' knowledge, that is, from the study of what kind of public knowledge teachers should have to the practical knowledge of teachers. In the field of preschool education, preschool teachers are responsible for the care and education of early childhood. All kinds of situations in the daily teaching require teachers to deal with them reasonably and flexibly, which makes the requirement of practical knowledge more prominent. Therefore, this research uses the case study method, deeply into the kindergarten education teaching practice, from the practical knowledge structure, carries on the inspection to the preschool teacher's practical knowledge, analyzes the characteristic which the preschool teacher practical knowledge manifests. Find out the cause and put forward corresponding suggestions on this basis. This article mainly includes the following five parts: the first part puts forward the question. This paper mainly introduces the origin, problems, purpose and significance of the research. The second part is a literature review. The existing researches on teachers' practical knowledge and preschool teachers' practical knowledge are summarized. The third part studies the method and process. It includes the determination of research methods, the selection of research objects, the collection of research materials, the collation and analysis of data, and the validity and ethics of research. The fourth part is the investigation of X kindergarten teachers' practical knowledge. This paper presents and analyzes the practical knowledge of the subjects, including self-knowledge, curriculum and teaching knowledge, situational knowledge, conservation knowledge, class management knowledge. The fifth part of the conclusions and recommendations of the study. This paper summarizes the characteristics of practical knowledge of preschool teachers, and puts forward some suggestions to promote the development of teachers' practical knowledge. The results show that the practical knowledge of preschool teachers is highly individualized, and the different types of knowledge are intersected, which is influenced by many factors in the course of their formation.
【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
本文编号：2274306
[Abstract]:The research of teachers' practical knowledge arose in the 1980's. Under the influence of traditional view of knowledge, people reflect on the study of teachers' knowledge, which emphasizes the role of public knowledge in the front line of education and teaching, and thinks that the public theory is too abstract, not concrete enough and lacking in maneuverability. Too much emphasis on neglecting teachers' personal teaching experience is not conducive to solving the problems in teaching practice. Practical knowledge can effectively deal with the disability of theoretical knowledge. More and more researches on teachers' practical knowledge show that there has been a kind of practical turn in the research of teachers' knowledge, that is, from the study of what kind of public knowledge teachers should have to the practical knowledge of teachers. In the field of preschool education, preschool teachers are responsible for the care and education of early childhood. All kinds of situations in the daily teaching require teachers to deal with them reasonably and flexibly, which makes the requirement of practical knowledge more prominent. Therefore, this research uses the case study method, deeply into the kindergarten education teaching practice, from the practical knowledge structure, carries on the inspection to the preschool teacher's practical knowledge, analyzes the characteristic which the preschool teacher practical knowledge manifests. Find out the cause and put forward corresponding suggestions on this basis. This article mainly includes the following five parts: the first part puts forward the question. This paper mainly introduces the origin, problems, purpose and significance of the research. The second part is a literature review. The existing researches on teachers' practical knowledge and preschool teachers' practical knowledge are summarized. The third part studies the method and process. It includes the determination of research methods, the selection of research objects, the collection of research materials, the collation and analysis of data, and the validity and ethics of research. The fourth part is the investigation of X kindergarten teachers' practical knowledge. This paper presents and analyzes the practical knowledge of the subjects, including self-knowledge, curriculum and teaching knowledge, situational knowledge, conservation knowledge, class management knowledge. The fifth part of the conclusions and recommendations of the study. This paper summarizes the characteristics of practical knowledge of preschool teachers, and puts forward some suggestions to promote the development of teachers' practical knowledge. The results show that the practical knowledge of preschool teachers is highly individualized, and the different types of knowledge are intersected, which is influenced by many factors in the course of their formation.
【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
【引证文献】
相关博士学位论文 前1条
1 李丹;幼儿教师实践性知识发展研究[D];西南大学;2011年
相关硕士学位论文 前5条
1 曹琴;一位初中化学教师实践性知识的叙事研究[D];西南大学;2011年
2 刘兰超;一位高中英语教师实践知识的个案研究[D];西南大学;2011年
3 齐丽娟;小学教师课堂管理中的实践性知识研究[D];西南大学;2011年
4 邓青青;幼儿教师个体实践知识形成的叙事研究[D];华东师范大学;2010年
5 严玲霞;课堂场景中高中英语教师实践性知识研究[D];赣南师范学院;2012年
，本文编号：2274306
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2274306.html
