小学英语教师实践性知识建构研究

发布时间：2018-04-13 10:11

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

【摘要】：实践性知识建构是促进教师专业发展,为教师赋权的有力途径,进行具体学段和学科的研究是该领域的趋势所在。本文采取实证研究的方法,通过问卷调查和访谈的方式力图呈现小学英语教师实践性知识的现实样态,表达教师的需求,发现在建构实践性知识的过程中小学英语教师遭遇的困境并分析困境产生的原因,最后从“他域”支撑和“个域”提升两个维度搭建小学英语教师实践性知识建构的路径。具体来说,本文通过以下四个部分展开对小学英语教师实践性知识建构的研究:第一部分阐述有关教师实践性知识的本体理论,同时根据学段和学科的特性指出小学英语教师实践性知识所具有的诸如关于科目知识的相对退化、以“情趣味道”为基调和始终贯穿的文化色彩特性。第二部分主要从小学英语教师对实践性知识的认知情况、实际掌握情况和建构路径三个方面呈现小学英语教师实践性知识的现实样态。同时,从现状中总结出小学英语教师在实践性知识建构中遭遇的诸如内部结构失衡,现有建构路径针对性不强,精细化程度不高等问题。第三部分从“他域”和“个域”层面对小学英语教师实践性知识建构遭遇的困境进行原因分析。在“他域”层面,学校“预先失败”的心理;他者经验的负向效应以及外部资源靶向不明,给养不足等原因导致了小学英语教师实践性知识的价值被忽视,影响了实践性知识建构的效果。在“个域”层面,小学英语教师较难达到实践性知识建构所需要的积极主动的,高品质的反思;小学教师日常的工作状态也决定了教师发展理论提炼与梳理的能力受到限制;这些原因都致使教师无法自行修复实践性知识的短板。除此之外,建构行为之所以难以落实,究其根本还与教师内在的自我管理直接相关。第四部分则谈及为了给小学英语教师实践性知识建构提供“他域”支撑,帮助教师在“个域”层面进行提升,需要学校践行人本管理理念为实践性知识建构提供空间。而学习型组织的建立将成为学校与教师、教师与教师之间共享实践性知识的平台。审美情趣的培养与自我管理的增强将助力小学英语教师建构实践性知识的内生动力。
[Abstract]:The practical knowledge construction is a powerful way to promote the professional development of teachers, for teachers' empowerment, study specific period and the subject is the trend of the field. This paper adopts the method of empirical research, the realistic condition through questionnaires and interviews so as to show the primary school English teachers' practical knowledge, the expression of teachers' needs and finding the reasons in the process of knowledge construction practice of primary and secondary school English teachers encounter the difficulties and predicament analysis, finally from the "he" domain domain "support and enhance the two dimensions to build a primary school English teacher's practical knowledge construction path. Specifically, the following four parts of research of knowledge the construction of the primary school English teachers: the first part introduces the relevant practice of teachers' practical knowledge ontology theory, and according to the characteristics of schools and disciplines that primary school English teachers' practical Knowledge of the relative knowledge about subjects such as degradation, color tone and cultural characteristics throughout the "interest". The second part mainly from the primary school English teachers to practice cognition knowledge, three aspects of the situation and construction path is practical knowledge like state primary school English teachers' practical grasp. At the same time primary school English teachers, summed up the experience in the practice of the construction of knowledge such as the internal structural imbalance from the status quo, existing paths to construct the pertinence is not strong, the problem of higher degree of precision. The third part is the analysis of primary school English teachers' practical knowledge construction dilemma of the reasons from "his domain" and "domain" in in "he domain" level, "pre school failure" mentality; negative effect and external resources targeting other reasons unknown experience, leading to a lack of primary school English. The language teacher's practical knowledge value is ignored, the impact effect of practical knowledge construction. In the "domain" level, primary school English teachers is difficult to achieve the practical knowledge construction needs actively, high-quality reflection; primary school teachers' daily work status also determines the ability of the teacher development theory and combing refining these reasons are limited; the teacher is unable to repair itself in practice short board knowledge. In addition, the construction of behavior is difficult to implement, the reason and teachers' inner self management directly related. The fourth part is talking about the "domain" in order to provide support to the primary school English teachers' practical knowledge construction, help teachers promotion in the "domain" level, need to practice the school management idea for practical knowledge construction space. And the learning organization will become the school and teachers, teachers The platform for sharing practical knowledge with teachers is the cultivation of aesthetic taste and the enhancement of self management, which will help primary school English teachers to build the endogenous motivation of practical knowledge.

【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】：G623.31

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