新疆师范类高校初任教师条件性知识的审视与思考

发布时间：2018-01-11 02:10

本文关键词：新疆师范类高校初任教师条件性知识的审视与思考　出处：《新疆师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：关于教师知识的研究国内外早期只注重教师学科知识的研究。近年来，学者们意识到对于教学来说教育学、心理学知识与教师的学科知识一样都是至关重要的。对于新疆师范类高校初任教师来说拥有扎实的条件性知识是有效教学的重要保证，，尤其是对于培养未来的教师将产生重大的影响。本研究选择新疆师范类高校初任教师为研究对象，主要研究了新疆师范类高校初任教师条件性知识的掌握现状、获得途径及不同途径对条件性知识的影响。研究结果表明： 1.从目前新疆师范类高校初任教师来看，条件性知识掌握的现状是得分较低。教师的毕业院校、性别、年龄、民族、学历和入职后的岗前培训中是否接受系统的条件性知识的培训对教师的条件性知识没有显著影响；教师的任教学科并不影响条件性知识的总分，但是在做了进一步的LSD后显著影响关于学生成绩评估的分维度；教师的职称对条件性知识的总分有显著影响；教师的教龄在做了进一步的LSD后显著影响条件性知识的总分；教师的所在学校显著影响关于学生成绩评估的分维度；入职前是否接受系统的条件性知识的培训在做了进一步的LSD后对学生心理发展知识和学生成绩评估的分维度存在显著的影响。 2.新疆师范类高校初任教师在实际教学中应用了大量的条件性知识，并能够通过不同的途径去获得自己的条件性知识。其中和同事的日常交流是最重要的途径，阅读专业书籍、自身的教学经验和反思是比较重要的途径，作为学生时的经验和学校组织的听课是不太重要的途径，职前培训、职后培训及其他途径是最不重要的途径。基于以上结论,本研究从师范类高校、教师自身、积极探讨高校教学研究三个方面提出了协调教学与科研的关系、在职前学习中构建条件性知识、加强职后培训、发挥师范类高校教师教学发展中心的作用、在自身经验和反思中积累条件性知识、在与同事的相互交流中学习条件性知识、通过自主学习丰富条件性知识、积极探讨高校教学研究八个方面来促进教师条件性知识的发展和完善。
[Abstract]:On Teachers' knowledge research at home and abroad early only pay attention to the study of subject knowledge of teachers. In recent years, scholars have realized that for the teaching of pedagogy, psychology knowledge and teachers' subject knowledge is essential. For the new teachers in normal universities of Xinjiang who have a solid conditional knowledge is a great guarantee of effective teaching, especially that will have a significant impact on training future teachers.
This study chooses the beginning teachers in Xinjiang normal universities as the research object. It mainly studies the current situation of the conditional knowledge of the beginning teachers in Xinjiang normal universities, and obtains the ways and different ways to influence the conditional knowledge.
From the current 1. new teachers in normal universities of Xinjiang, current conditional knowledge is a low score. Teachers' School of graduation, gender, age, nationality, whether or not to accept the conditional training system of conditional knowledge education and the entry of the pre service training of teachers' knowledge had no significant influence on Teachers' teaching subjects do; effect of the total score of the conditional knowledge, but in doing further LSD significantly affect fractal dimension of assessment of students achievement; teachers have a significant effect on the title of the total score of the conditional knowledge; teachers' teaching experience in the further LSD significantly influenced the total score of the conditional knowledge; the schoolswhere teachers significantly influence on student achievement fractal dimension of assessment; before the entry system whether to accept the conditional knowledge training in further LSD on the psychological development of students knowledge and student achievement The dimensions of the assessment have a significant impact.
2. new teachers in normal universities of Xinjiang with a large number of the conditional knowledge in practical teaching, and through different ways to get their own conditional knowledge. The daily communication with colleagues is the most important way of reading professional books, their own teaching experience and reflection is more important ways, as students. Experience and lectures organized by universities are way less important, pre job training, vocational training and other ways are the most important way.
Based on the above conclusions, this study from the normal universities, teachers, and actively explore the relationship between the coordination of teaching and research teaching of three colleges and universities, construct the conditional knowledge in learning, strengthen vocational training, play Normal University Teachers' teaching in the development of heart function, the accumulation of experience and reflection in their conditional knowledge in the study, conditional knowledge through interactions with colleagues, through autonomous learning rich conditional knowledge, actively explore the teaching of eight colleges and universities to promote the development of teachers' conditional knowledge and perfect.

【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G645.1

【引证文献】