教育实习对师范生实践性知识的影响研究

发布时间：2019-06-21 02:56

【摘要】：在研究教师专业发展的进程中,人们不仅关注了教师应具备的理论性知识,更着眼于教师自身特有的实践性知识。这种受个人的经历、意识、风格及行为方式的影响,带有明显的情境性、个体性的知识,提高了教师的专业地位,为教师专业发展奠定了坚实的基础。对于师范生来说,追求并实现实践性知识的生成和积累,不仅对今后的教学实践有帮助,更体现了对教师专业化的自主性诉求。高师院校的师范生是未来教师的主要来源,他们的成长对未来的师资力量和教育趋势的发展起着关键性作用。因此,师范生的实践性知识理应得到高度重视。此外,教育实习作为师范生培养期间最直接、最系统的教学实践活动,是教师教育培养的重要组成部分,也是师范生实践性知识生成的关键课程,对师范生实践性知识的生成和积累有着至关重要的作用。因此,本文旨在通过对教育实习前后师范生实践性知识的现状调查的结果比较分析,明确教育实习对师范生实践性知识的影响。本文通过问卷法和访谈法,对师范生实习前后实践性知识的现状进行调查,具体通过对师范生自我的知识、课程的知识、一般教学法知识、学科教学法知识、学科内容知识、关于学生的知识和反思的知识七方面情况的现状调查、比较和分析,再结合个人叙事的研究方法,探讨教育实习前后师范生各个方面的实践性知识发生的变化,明确教育实习对师范生实践性知识产生的影响,并从数据和访谈内容中发现师范生实践性知识发展过程中存在以下问题:师范生获取实践性知识的途径狭隘;师范生对教学活动态度不端正;师范生反思的主动性不高;部分知识实习前后无显著性差异。在探究原因的基础上,结合研究结论和相关教育理论,从高师院校、实习学校和师范生自身三个方面出发,提出师范生实践性知识的生成和发展的策略,为培养出优秀师资奠定坚实的基础。
[Abstract]:In the process of studying teachers' professional development, people not only pay attention to the theoretical knowledge that teachers should have, but also focus on teachers' own unique practical knowledge. Under the influence of personal experience, consciousness, style and behavior, it has obvious situational and individual knowledge, improves the professional status of teachers, and lays a solid foundation for teachers' professional development. For normal students, the pursuit and realization of the generation and accumulation of practical knowledge is not only helpful to the teaching practice in the future, but also reflects the autonomy demand of teachers' specialization. The normal students in normal colleges and universities are the main sources of teachers in the future, and their growth plays a key role in the development of teachers and educational trends in the future. Therefore, the practical knowledge of normal students should be attached great importance to. In addition, educational practice, as the most direct and systematic teaching practice during the training of normal students, is an important part of teacher education and training, and is also a key course for the generation and accumulation of practical knowledge of normal students, which plays an important role in the generation and accumulation of practical knowledge of normal students. Therefore, the purpose of this paper is to clarify the influence of educational practice on the practical knowledge of normal students by comparing and analyzing the results of the investigation on the present situation of practical knowledge of normal students before and after educational practice. Through questionnaire and interview, this paper investigates the present situation of practical knowledge of normal students before and after practice, specifically through the investigation, comparison and analysis of the present situation of students' knowledge and reflective knowledge in seven aspects: self-knowledge, curriculum knowledge, general teaching method knowledge, subject content knowledge, and knowledge of students' knowledge and reflection. This paper probes into the changes of practical knowledge of normal students before and after educational practice, clarifies the influence of educational practice on practical knowledge of normal students, and finds out from the data and interview contents that there are the following problems in the development of practical knowledge of normal students: the way for normal students to obtain practical knowledge is narrow; The attitude of normal students to teaching activities is not correct, the initiative of reflection of normal students is not high, and there is no significant difference between before and after some knowledge practice. On the basis of exploring the reasons, combined with the research conclusions and related educational theories, this paper puts forward the strategies for the generation and development of practical knowledge of normal college students from three aspects: normal colleges and universities, practice schools and normal students themselves, so as to lay a solid foundation for the cultivation of excellent teachers.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652.44

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