高中地理教师教学隐性知识的挖掘

发布时间：2018-04-20 15:54

本文选题：地理教师 + 教学隐性知识　；参考：《西华师范大学》2016年硕士论文

【摘要】：教师教学对象的复杂性、教学情境的多样性,使其面对的工作是一个不断变化的动态过程,这决定了教师只有具备了丰富的知识、经验,才能胜任这一岗位。随着新一轮基础教育课程改革的快速推进,有关教师知识的研究也一度成为教育领域关注的焦点,教育学、心理学、课程与教学论、课程标准、教材等作为显性知识在教师基本知识结构中占据着重要地位,但是,这些显性知识能发挥多大的作用,却依赖于教师所拥有专业隐性知识的多少。以往从外在方面来认识教师知识的规定性成果较多,如教师应该知道什么、教师应该具有什么能力,而从内在方面理解教师知识的激励性成果较少,如教师实际知道什么、是什么使教师获得完成任务的能力等。教师知识的获得不能只靠接受性地学习显性理论知识,更要在实践中生成性地学习、建构隐性经验知识。本文着眼于理解和关注教师的内在知识,即隐性知识,通过观察教师的教学行为(认识成果),找出其中包含的教学隐性知识;通过梳理教师不断打磨教学内容的过程(认识过程),呈现教师挖掘真正指导自身教学实践知识的历程,从教师的认识成果和认识过程两方面剖析教学隐性知识的内容和挖掘途径。由于教师隐性知识的情境性、实践性等特点,本文将研究范围缩小到高中地理教师的教学隐性知识,从以下六部分对高中地理教师教学隐性知识的挖掘进行了论述。第一部分阐明本论文的研究意义和研究方法,即通过文献分析和案例分析为地理教师的专业成长寻求实际指导内容。第二部分呈现支持本研究的理论基础:当代多元知识观、教师职业发展理论、建构主义理论与结构不良问题理论,从哲学和教育心理学的角度阐明教师隐性知识存在和发展的必要性,并为本文的研究方法寻求出路。基于以上分析,本文在第三部分对高中地理教师教学隐性知识的概念、分类、特征进行了界定,并于第四部分提出高中地理教师教学隐性知识的主要内容和挖掘途径。第五部分通过案例分析,将以上研究内容与实践教学相结合,体现出本研究的实用性。最后,对全文进行了概括总结,并指出研究中存在的不足。
[Abstract]:The complexity of teachers' teaching objects and the diversity of teaching situations make the work they face is a constantly changing dynamic process, which determines that only teachers have rich knowledge and experience, can they be qualified for this post. With the rapid development of the new round of basic education curriculum reform, the research on teachers' knowledge has become the focus of attention in the field of education, such as pedagogy, psychology, curriculum and teaching theory, curriculum standards, etc. As explicit knowledge, textbooks play an important role in teachers' basic knowledge structure. However, how much explicit knowledge can play depends on the number of teachers' professional tacit knowledge. In the past, there were more prescriptive achievements in understanding teachers' knowledge from external aspects, such as what teachers should know and what abilities teachers should have, but there were less motivational achievements in understanding teachers' knowledge from an internal perspective, such as what teachers actually knew. What gives a teacher the ability to accomplish a task, etc. The acquisition of teachers' knowledge should not only depend on receptive learning of explicit theoretical knowledge, but also on generative learning in practice to construct tacit experiential knowledge. This paper focuses on understanding and paying attention to teachers' internal knowledge, that is, tacit knowledge, and finds out the teaching tacit knowledge contained in it by observing teachers' teaching behavior. By combing the process of teachers' continuous polishing of teaching content (cognition process), the course of teachers' mining and guiding their own teaching practice knowledge is presented. This paper analyzes the contents and ways of teaching tacit knowledge from the aspects of teachers' cognitive achievements and cognitive process. Because of the situational and practical characteristics of teachers' tacit knowledge, this paper narrows the scope of research to the teaching tacit knowledge of high school geography teachers, and discusses the mining of teaching tacit knowledge of senior high school geography teachers from the following six parts. The first part expounds the significance and research methods of this thesis, that is, seeking practical guidance for the professional growth of geography teachers through literature analysis and case analysis. The second part presents the theoretical basis of this study: contemporary multi-knowledge view, teacher career development theory, constructivism theory and ill-structured theory. This paper expounds the necessity of the existence and development of teachers' tacit knowledge from the angles of philosophy and educational psychology, and finds a way out for the research method of this paper. Based on the above analysis, this paper defines the concept, classification and characteristics of the teaching tacit knowledge of senior high school geography teachers in the third part, and in the fourth part, puts forward the main contents and mining ways of the teaching tacit knowledge of senior high school geography teachers. The fifth part through the case analysis, the above research content and the practice teaching unifies, manifests this research the practicability. Finally, the paper summarizes the whole paper and points out the deficiency in the research.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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