一名高中新手英语教师实践性知识建构的叙事研究

发布时间：2018-05-10 06:44

本文选题：实践性知识 + 新手教师　；参考：《山西师范大学》2017年硕士论文

【摘要】：教师实践性知识是指教师基于个人生活经历,在教育实践生活中,通过实践经验和反思积累而形成的,并将其运用于教学实践的对教育教学的理解与认识。它指导着教师的实际教学行为,是教师专业自主发展的关键。关注教师实践性知识的生存状态,充分体现了当今世界教师专业发展的自主性之诉求。而新手教师处于教师专业成长和职业发展最具可塑性的起始阶段。对于新手教师来说,提升自身的实践性知识显得尤为重要。而实践经验中我们发现,新手教师的实践性知识匮乏,不能有效解决真实教育实践中的各种问题。因此教师实践性知识以一种能帮助新手教师有效解决教育教学实践问题的角色出现,有助于新手教师在其角色转型期顺利度过。叙事研究以现实世界和实践生活为出发点,而教师实践性知识最直接的源泉就是教师所从事的活动,两者之间存在着内在的切合性。因此,本研究在对当前国内外教师实践性知识的相关研究成果进行系统梳理的基础上,以L市的X高中的一名新手英语教师(安老师)作为研究对象,围绕以下三个问题进行研究:安老师实践性知识的实然构成是怎样的?影响安老师实践性知识构建的因素有哪些?安老师在实践性知识的构建过程中呈现什么样的特点?研究者懫用教育叙事研究法,以课堂观察、深入访谈,实物收集为主要研究工具,扎根于教学现场,深入该教师的日常教学实践生活中,记录其近4个月(2016年4月-6月,9月-10月)的教学实践及生活事件。通过数据的收集,梳理和分析,将安老师的教学及生活故事最终归纳为四个类型,即教学故事,个人经历及教育故事,自主学习和反思故事以及个人生活故事。通过理解和分析安老师的故事,研究者发现:安老师的实践性知识的实然构成包括:教育信念,学生知识,教学知识和教育情景知识,其实践性知识的形成受到内部和外部因素的共同影响,形成过程中呈现出实践性、反思性、互动性和自主性的特征。
[Abstract]:Teachers' practical knowledge refers to the understanding and understanding of education and teaching based on their personal life experience, which is formed through practical experience and reflection accumulation, and applied to teaching practice. It guides teachers' actual teaching behavior and is the key to teachers' professional self-development. Paying attention to the living state of teachers' practical knowledge fully reflects the demand of autonomy of teachers' professional development in the world today. Novice teachers are in the initial stage of teachers' professional growth and professional development. For novice teachers, it is particularly important to improve their own practical knowledge. In practical experience, we find that novice teachers lack practical knowledge and can not effectively solve all kinds of problems in real education practice. Therefore, teachers' practical knowledge appears as a role that can help novice teachers to solve the problems of teaching practice effectively, and help novice teachers to pass smoothly in the transition period of their roles. Narrative research takes the real world and practical life as the starting point, and the most direct source of teachers' practical knowledge is the activities engaged in by teachers. Therefore, on the basis of systematically combing the relevant research results of teachers' practical knowledge at home and abroad, this study takes a novice English teacher (an teacher) from X Senior High School in L City as the research object. This paper focuses on the following three questions: what is the actual composition of teacher an's practical knowledge? What are the factors that affect teacher an's practical knowledge construction? What are the characteristics of teacher an in the process of constructing practical knowledge? Using the educational narrative research method, the researcher takes classroom observation, in-depth interview, material collection as the main research tool, rooted in the teaching scene, and goes deep into the teacher's daily teaching practice life. The teaching practice and life events for the past 4 months (April-June, September-October, 2016) were recorded. By collecting, combing and analyzing the data, teacher an's teaching and life stories are classified into four types: teaching stories, personal experiences and educational stories, self-learning and reflection stories and personal life stories. By understanding and analyzing teacher an's story, the researchers find that the practical knowledge of teacher an consists of: educational belief, students' knowledge, teaching knowledge and educational situational knowledge. The formation of practical knowledge is influenced by both internal and external factors, and the forming process is characterized by practicality, reflection, interactivity and autonomy.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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