基于师徒制的教师知识转移研究
发布时间：2018-07-26 21:08
【摘要】：随着教师专业发展研究的不断深入,教师知识更新问题日益受到重视。为弥补职前教师教育的不足,作为在职教师教育的重要方式,师徒制在新教师专业发展尤其是知识更新方面发挥了重要作用。师徒制是成熟教师与新教师之间建立的一种互惠关系,旨在通过教师知识双向转移促进双方专业成长。不过,当前基于师徒制的教师知识转移效果还有待改进,尤其体现在以下三个方面：一是转移的知识以显性知识为主,二是个体间隐性知识转移存在困难,三是情境间知识转移不畅。为了回答师徒制应当转移哪些教师知识、这些知识应该如何转移以及哪些因素会影响知识转移的效果等核心问题,本研究主要采用文献分析的方法,并辅以实证调查和实践观察。本研究用一种整合的视角来看待相关理论,吸收理论产生与发展中的合理成分,进而形成研究分析框架。本研究首先从布迪厄的“实践理论”和舍恩的“反思性实践理论”出发,审视具体的教育实践。在此基础上,以教师知识构成的PCK理论与教师实践性知识理论为基础,形成了教师知识构成的分析框架；以知识势能理论和知识转移的SECI模型为基础,确立了基于行动中反映的知识转移机制；并用这些分析框架去考察师徒制转移的教师知识的构成、转移的过程与影响因素。本研究因循教师知识研究发展脉络,借鉴管理学、认知心理学对知识的划分,从广义的知识角度来认识教师知识,确立了教师知识的构成：描述性的学科教学知识、对外调控的实践性知识和对内调控的实践性知识,它们分别指向教师“知道什么”“怎么做”“怎么思维”的问题。从各国教师专业标准和教师专业发展阶段来看,新教师需要具备系统的知识和重点知识。从教师实践需求角度看,新教师迫切需要对外调控的实践性知识,但不应忽略看上去简单的学科教学知识和教学常规等。在确定师徒制转移的教师知识时,应当将国家的要求、学校的期望和教师个人的需求有机整合。根据SECI模型,显性知识与隐性知识各有两种生成方式。本研究关注隐性知识转移的“外化—联结—内化”路径,结合行动中反映理论,确立了基于行动中反映的师徒制教师知识转移模型。在师徒带教过程中,师徒双方会在具体的教学情境中通过行动、语言和图式显性化知识,并基于教学情境认知的互动对话中发现知识差异和框定问题。随后,作为新教师的徒弟会在备课虚拟世界和真实教学情境的实验探索中接受来自情境的回话,通过“行动中反思”和进一步的师徒对话生成和更新知识。最终,教师知识会通过“相似地看待着”和“相似地解决着”应用到新的教学情境中,并在不断应用中逐渐内化知识。需要指出的是,隐性知识的转移需要克服诸多困难。教师知识的特性、师徒知识势差和知识转移的环境等因素会制约师徒制知识转移的效果。教师知识的嵌入性越高,知识转移越困难,保持适度的知识势差更有利于教师知识转移,师徒双方共同的价值取向、分享合作的教师文化以及激励保障机制对知识转移都不可或缺。最后,研究对应转移的教师知识、知识转移的方式和方向等问题进行了反思。研究指出,第一,尽管新教师急需提升教学专业技能,但师徒制在关注该知识转移的同时,应该关注对内调控的实践性知识,因为这种知识是行动中反映不可或缺的,且在新的教学情境中具有更大的转移可能性。第二,“悟”是新教师知识生成的重要方式,但新教师普遍缺乏批判反思能力,因此,帮助徒弟“会悟”应当成为师傅的重要职责。第三,师徒制知识转移的主要方向是师傅向徒弟转移,但同时也存在着徒弟向师傅转移的方向,师徒制知识转移是双向的。要促进有意识地双向转移,需要确立徒弟的主体地位,基于共同的价值追求展开平等的互动对话。
[Abstract]:With the deepening of the study of teachers' professional development, the problem of teachers' knowledge renewal has been paid more and more attention. In order to make up for the shortage of pre service teacher education, as an important way of Teacher Education in the job, apprenticeship has played an important role in the development of new teachers' professional development, especially knowledge renewal. A reciprocal relationship is aimed at promoting the professional growth of both sides through the two-way transfer of teacher knowledge. However, the effect of teacher knowledge transfer based on Apprenticeship still remains to be improved, especially in the following three aspects: first, the transfer of knowledge is dominated by explicit knowledge, the two is that the transfer of implicit knowledge exists between individuals, and the three is intersituational knowledge. In order to answer the core questions of what teacher knowledge should be transferred from the apprenticeship system, how these knowledge should be transferred and which factors will affect the effect of knowledge transfer, this study mainly adopts the method of literature analysis, and is supplemented by empirical investigation and practical observation. Based on Bourdieu's "practical theory" and Schoen's "reflective practice theory", this study begins with Bourdieu's "practical theory" and Schoen's "reflective practice theory", and on this basis, based on the theory of teacher's knowledge and the theory of practical knowledge of teachers, forms the teaching of teaching. On the basis of the knowledge potential energy theory and the SECI model of knowledge transfer, the knowledge transfer mechanism based on the knowledge transfer is established, and the structure of teacher knowledge, the process and the influencing factors of the transfer of teachers and apprenticeship are examined with these analytical frameworks. Cognitive psychology, cognitive psychology, the division of knowledge, the understanding of teacher knowledge from a broad sense of knowledge, and the establishment of the composition of teacher knowledge: descriptive knowledge of subject teaching, practical knowledge of external control and practical knowledge of internal control. They point to "what", "how to do" and "how to think", respectively. From the perspective of teachers' professional standards and teachers' professional development, the new teachers need to have systematic knowledge and key knowledge. From the perspective of teachers' practical needs, the new teachers urgently need practical knowledge of foreign regulation, but should not ignore the seemingly simple subject teaching knowledge and teaching routine. Teachers should integrate the requirements of the country, the expectations of the school and the individual needs of the teachers. According to the SECI model, there are two ways of generating explicit knowledge and tacit knowledge. This study focuses on the path of "externalization - internalization" in the transfer of implicit knowledge, and establishes a reflection based on action theory. In the teaching process of teacher and apprenticeship, teachers and apprentices will find knowledge differences and frame problems through action, language and schema in the specific teaching situation, and in the interactive dialogue based on teaching situation cognition. Then, the apprentice as the new teacher will be preparing for the virtual world and the real teaching situation. In the experimental exploration, we accept the reply from the situation, through "reflection in action" and further teacher's dialogue to generate and update knowledge. Finally, teacher knowledge will be applied to the new teaching situation by "similar view" and "similar solution", and gradually internalize knowledge in the continuous application. It needs to be pointed out. The transfer of sexual knowledge needs to overcome many difficulties. The characteristics of teachers' knowledge, the poor knowledge potential of teachers and the apprenticeship and the environment of knowledge transfer will restrict the effect of the transfer of the apprenticeship. The higher the embeddedness of the teacher's knowledge is, the more difficult the knowledge transfer is, the better the knowledge transfer of the teachers, and the common value of the teachers and the apprenticeship between the apprenticeship and the apprentice. The teacher culture sharing cooperation and the incentive guarantee mechanism are indispensable to the transfer of knowledge. Finally, the study of the corresponding transfer of teachers' knowledge, the way and direction of knowledge transfer is reviewed. First, although the new teachers are in urgent need of improving the teaching professional skills, the apprenticeship system should be concerned with the transfer of knowledge. It should be concerned with the practical knowledge of internal control, because this knowledge is an indispensable reflection in action and has a greater possibility of transfer in the new teaching situation. Second, "understanding" is an important way of creating new teachers' knowledge, but the new teachers are generally lack of critical reflection ability. Therefore, helping the apprentice to "realize" should be a master. Third, the main direction of the transfer of apprenticeship knowledge is the transfer of master to apprentice, but at the same time there is a direction for the transfer of apprentice to the master, and the transfer of apprenticeship knowledge is two-way. To promote a conscious two-way transfer, the main position of apprentice needs to be established, and an equal interactive dialogue based on the common pursuit of value is needed.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G451
，
本文编号：2147294
[Abstract]:With the deepening of the study of teachers' professional development, the problem of teachers' knowledge renewal has been paid more and more attention. In order to make up for the shortage of pre service teacher education, as an important way of Teacher Education in the job, apprenticeship has played an important role in the development of new teachers' professional development, especially knowledge renewal. A reciprocal relationship is aimed at promoting the professional growth of both sides through the two-way transfer of teacher knowledge. However, the effect of teacher knowledge transfer based on Apprenticeship still remains to be improved, especially in the following three aspects: first, the transfer of knowledge is dominated by explicit knowledge, the two is that the transfer of implicit knowledge exists between individuals, and the three is intersituational knowledge. In order to answer the core questions of what teacher knowledge should be transferred from the apprenticeship system, how these knowledge should be transferred and which factors will affect the effect of knowledge transfer, this study mainly adopts the method of literature analysis, and is supplemented by empirical investigation and practical observation. Based on Bourdieu's "practical theory" and Schoen's "reflective practice theory", this study begins with Bourdieu's "practical theory" and Schoen's "reflective practice theory", and on this basis, based on the theory of teacher's knowledge and the theory of practical knowledge of teachers, forms the teaching of teaching. On the basis of the knowledge potential energy theory and the SECI model of knowledge transfer, the knowledge transfer mechanism based on the knowledge transfer is established, and the structure of teacher knowledge, the process and the influencing factors of the transfer of teachers and apprenticeship are examined with these analytical frameworks. Cognitive psychology, cognitive psychology, the division of knowledge, the understanding of teacher knowledge from a broad sense of knowledge, and the establishment of the composition of teacher knowledge: descriptive knowledge of subject teaching, practical knowledge of external control and practical knowledge of internal control. They point to "what", "how to do" and "how to think", respectively. From the perspective of teachers' professional standards and teachers' professional development, the new teachers need to have systematic knowledge and key knowledge. From the perspective of teachers' practical needs, the new teachers urgently need practical knowledge of foreign regulation, but should not ignore the seemingly simple subject teaching knowledge and teaching routine. Teachers should integrate the requirements of the country, the expectations of the school and the individual needs of the teachers. According to the SECI model, there are two ways of generating explicit knowledge and tacit knowledge. This study focuses on the path of "externalization - internalization" in the transfer of implicit knowledge, and establishes a reflection based on action theory. In the teaching process of teacher and apprenticeship, teachers and apprentices will find knowledge differences and frame problems through action, language and schema in the specific teaching situation, and in the interactive dialogue based on teaching situation cognition. Then, the apprentice as the new teacher will be preparing for the virtual world and the real teaching situation. In the experimental exploration, we accept the reply from the situation, through "reflection in action" and further teacher's dialogue to generate and update knowledge. Finally, teacher knowledge will be applied to the new teaching situation by "similar view" and "similar solution", and gradually internalize knowledge in the continuous application. It needs to be pointed out. The transfer of sexual knowledge needs to overcome many difficulties. The characteristics of teachers' knowledge, the poor knowledge potential of teachers and the apprenticeship and the environment of knowledge transfer will restrict the effect of the transfer of the apprenticeship. The higher the embeddedness of the teacher's knowledge is, the more difficult the knowledge transfer is, the better the knowledge transfer of the teachers, and the common value of the teachers and the apprenticeship between the apprenticeship and the apprentice. The teacher culture sharing cooperation and the incentive guarantee mechanism are indispensable to the transfer of knowledge. Finally, the study of the corresponding transfer of teachers' knowledge, the way and direction of knowledge transfer is reviewed. First, although the new teachers are in urgent need of improving the teaching professional skills, the apprenticeship system should be concerned with the transfer of knowledge. It should be concerned with the practical knowledge of internal control, because this knowledge is an indispensable reflection in action and has a greater possibility of transfer in the new teaching situation. Second, "understanding" is an important way of creating new teachers' knowledge, but the new teachers are generally lack of critical reflection ability. Therefore, helping the apprentice to "realize" should be a master. Third, the main direction of the transfer of apprenticeship knowledge is the transfer of master to apprentice, but at the same time there is a direction for the transfer of apprentice to the master, and the transfer of apprenticeship knowledge is two-way. To promote a conscious two-way transfer, the main position of apprentice needs to be established, and an equal interactive dialogue based on the common pursuit of value is needed.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G451
，
本文编号：2147294
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