中小学教师实践性知识生成的阶段性研究

发布时间：2018-06-08 11:10

本文选题：教师实践性知识 + 生成　；参考：《东北师范大学》2017年硕士论文

【摘要】：教师专业发展研究视角由“他域”向“个域”转变。关注教师“个域”发展反映在教师知识观上,即站在教师的角度,关注教师“实然”具备的知识结构。我国对实践性知识的研究从上世纪90年代开始已经有20多年的历史,越来越多的学者认识到其与教师专业发展之间的良性互动关系。实践性知识基本理论和生成建构的研究日臻完善。本文依据数据分析得到“教师实践性知识现实掌握情况”划分了教师实践性知识生成阶段,和教龄匹配之后形成五个阶段:0-2年阶段、3-6年阶段、7-13年阶段、14-19年阶段、20-30年阶段。根据不同阶段的特征,主张从国家、学校和自我三方面构建教师专业发展帮助机制。本文从以下五部分完成:引言:主要是介绍选题缘由、研究内容、研究在理论和实践两方面的价值、已有的研究及评价、最后选取何种研究方法进行本文的研究。第一部分:从理论上提供划分依据,即:教师实践性知识生成阶段性的可能性和必要性。必要性:“脱掉教师专业发展阶段性的帽子”,划分自身的阶段性;可能性:教师实践性知识的本身特性以及教师所处的环境为其划分阶段性提供可能性。第二部分:介绍研究设计和研究过程。前期问卷和访谈提纲确定,研究过程主要是笔者参加三次调研过程。第三部分:呈现调研结论。包括中小学教师对实践性知识的了解程度、生成阶段初步划分、生成途径现实和期待值等结论分析。第四部分:根据教师实践性知识生成的阶段,建立教师专业发展的帮助机制,从国家、学校和教师自身三方面着手。
[Abstract]:The research perspective of teacher's professional development changes from "other domain" to "individual domain". Attention to the development of teachers'"individual domains" is reflected in teachers' view of knowledge, that is, from the perspective of teachers, it pays close attention to the knowledge structure of teachers'"reality". The study of practical knowledge in China has a history of more than 20 years since the 1990s, and more scholars have realized the positive interaction between it and teachers' professional development. The research on the basic theory of practical knowledge and the construction of production is becoming more and more perfect. Based on the analysis of data, this paper divides teachers' practical knowledge generation stage into five stages: 0-2 years, 3-6 years, 14-19 years and 20-30 years, according to the data analysis, which is divided into five stages: 0-2 years, 3-6 years, 14-19 years and 20-30 years. According to the characteristics of different stages, it is advocated to construct the help mechanism of teachers' professional development from three aspects: state, school and self. This paper is completed from the following five parts: introduction: mainly introduces the reason of the topic, the research content, the value of the research in theory and practice, the existing research and evaluation, and finally, which research methods are selected to carry on the research in this paper. The first part is to provide theoretical basis for division, that is, the possibility and necessity of teachers' practical knowledge generation stages. Necessity: "take off the stage of teachers' professional development" and divide their own stages; possibility: the characteristics of teachers' practical knowledge and the environment in which teachers are located provide the possibility for the division of stages. The second part: introduce the research design and research process. Preliminary questionnaire and interview outline, the research process is the author to participate in three research process. The third part: presents the research conclusion. The conclusion analysis includes the understanding of practical knowledge, the initial division of the generation stage, the reality of the generation approach and the expected value of the primary and secondary school teachers. The fourth part: according to the stage of teachers' practical knowledge generation, the help mechanism of teachers' professional development should be established from three aspects: the country, the school and the teachers themselves.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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