基于领域教学知识（PCK）的学前教师培训之行动研究
发布时间：2019-05-17 13:20
【摘要】：教师在职培训是促进教师专业发展的有效途径之一,已有研究发现,我国学前教师的在职培训已经有了足够规模的数量覆盖,但是在质量方面还有待提升。领域教学知识作为体现教师专业知识和能力的关键要素,已经成为促进教师专业发展的重要途径而备受关注。本研究以行动研究为过程,梳理并分析培训开展的过程、教师的行为以及反馈,以此探索基于领域教学知识为核心的学前教师培训之路径,并为思考和建构我国学前教育背景下的教师培训系统提供实证依据。本研究选取了北京、上海、四川、浙江四个省市地区共计224名目标教师为研究对象,运用了观察法、访谈法、问卷调查法、文本分析等研究方法,收集了从2016年7月至2017年1月的行动研究资料。研究以Desimone提出的有效教师培训具备的五大要素:核心经验、主动学习、一致性、持续时间、团体参与度为基础设计了以暑期学校、参与式互动工作坊、学习社区、课堂实践等促进教师专业成长的一体化培训系统。以建构主义对于学习环境四大要素:情境、协作、会话、意义建构为框架,分析了教师作为学习者在培训中的行动过程。研究发现,培训的情境性可以更好地提高教师的实践能力;培训的即时性可以促进教师的可持续发展;培训的启发性可以促进教师观念的转变。最后,本研究在研究结论的基础上对后续培训提出了若干建议。
[Abstract]:Teacher on-the-job training is one of the effective ways to promote teachers' professional development. It has been found that the on-the-job training of preschool teachers in China has been covered on a sufficient scale, but the quality still needs to be improved. As a key element of teachers' professional knowledge and ability, domain teaching knowledge has become an important way to promote teachers' professional development. This study takes action research as the process, combs and analyzes the process of training, teachers' behavior and feedback, so as to explore the path of preschool teacher training based on domain teaching knowledge. It also provides an empirical basis for thinking and constructing the teacher training system under the background of preschool education in China. In this study, 224 target teachers in four provinces and cities of Beijing, Shanghai, Sichuan and Zhejiang were selected as the research objects, and the methods of observation, interview, questionnaire survey and text analysis were used. Operational research data from July 2016 to January 2017 were collected. Based on the five elements of effective teacher training proposed by Desimone: core experience, active learning, consistency, duration and group participation, the study designed summer schools, interactive workshops and learning communities. Classroom practice and other integrated training system to promote teachers' professional growth. Based on the four elements of constructivism for learning environment: situation, cooperation, conversation and meaning construction, this paper analyzes the action process of teachers as learners in training. It is found that the situational nature of training can better improve the practical ability of teachers, the timeliness of training can promote the sustainable development of teachers, and the enlightenment of training can promote the change of teachers' concept. Finally, on the basis of the conclusions of the study, this study puts forward some suggestions for follow-up training.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
[Abstract]:Teacher on-the-job training is one of the effective ways to promote teachers' professional development. It has been found that the on-the-job training of preschool teachers in China has been covered on a sufficient scale, but the quality still needs to be improved. As a key element of teachers' professional knowledge and ability, domain teaching knowledge has become an important way to promote teachers' professional development. This study takes action research as the process, combs and analyzes the process of training, teachers' behavior and feedback, so as to explore the path of preschool teacher training based on domain teaching knowledge. It also provides an empirical basis for thinking and constructing the teacher training system under the background of preschool education in China. In this study, 224 target teachers in four provinces and cities of Beijing, Shanghai, Sichuan and Zhejiang were selected as the research objects, and the methods of observation, interview, questionnaire survey and text analysis were used. Operational research data from July 2016 to January 2017 were collected. Based on the five elements of effective teacher training proposed by Desimone: core experience, active learning, consistency, duration and group participation, the study designed summer schools, interactive workshops and learning communities. Classroom practice and other integrated training system to promote teachers' professional growth. Based on the four elements of constructivism for learning environment: situation, cooperation, conversation and meaning construction, this paper analyzes the action process of teachers as learners in training. It is found that the situational nature of training can better improve the practical ability of teachers, the timeliness of training can promote the sustainable development of teachers, and the enlightenment of training can promote the change of teachers' concept. Finally, on the basis of the conclusions of the study, this study puts forward some suggestions for follow-up training.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
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