小学教师的教育情境知识现状及影响因素研究

发布时间：2019-01-09 06:34

【摘要】：基础教育课程改革已走过十几个年头,人们对作为教育重要组成要素之一的教师的关注度不断升高,教师知识的研究也越来越深入。然而研究者对教师知识的重要组成部分----教育情境知识的研究却少之又少。教师专业化发展,教师知识深入研究,要求我们也需要我们对教育情境知识进行概念的澄清与进一步研究。本研究以教师知识研究的相关理论为依据,通过分析相关文献,厘清了教育情境知识相关概念。通过问卷调查,分析职前职后小学教师教育情境知识状况。研究发现:职前职后小学教师对教育情境知识了解的基本特征是,对课堂、校园等较近的教育情境了解较多,而对校外环境,社区,地区等教育情境知识了解不够。班主任教师的教育情境知识水平明显比非班主任高。语文教师与数学教师教育情境知识水平高于其他学科教师的教育情境知识水平。城市教师的教育情境知识的水平略高于非城市教师的教育情境知识的水平。通过访谈调查,研究发现小学教师培养模式,实习经历以及对学校教育功能的认识是影响职前小学教师教育情境知识的重要因素。时间精力的限制,责任感缺乏,了解渠道缺失,及社区教育作用微乎其微是影响职后小学教师教育情境知识的重要因素。为此,应当增加相关课程中教育情境知识的比重,提高职前小学教师教育情境知识的认识水平。建立健全的学生档案,转变对待教师的态度,教师承担责任以及学校发挥作用来提高职后小学教师教育情境知识的水平。
[Abstract]:Basic education curriculum reform has gone through more than ten years, people pay more and more attention to teachers as one of the important elements of education, and the research of teachers' knowledge is becoming more and more in-depth. However, there are few researches on the educational situational knowledge, which is an important part of teachers' knowledge. The development of teacher specialization and the in-depth study of teacher knowledge require us to clarify and further study the concept of educational situational knowledge. Based on the relevant theories of teacher knowledge research, this study clarifies the concept of educational situational knowledge by analyzing relevant literature. By means of questionnaire, this paper analyzes the situation knowledge of primary school teachers in pre-service and post-service. It is found that the basic characteristics of teachers' understanding of educational situational knowledge in pre-service and post-service primary schools are that they know more about the recent educational situations such as classroom and campus, but not enough about the out-of-school environment, communities, regions and so on. The level of educational situational knowledge of teacher in charge of class is obviously higher than that of non-head teacher. The level of educational situational knowledge of Chinese teachers and mathematics teachers is higher than that of other subjects. The level of educational situational knowledge of urban teachers is slightly higher than that of non-urban teachers. Through the investigation of interviews, it is found that the primary school teachers' training mode, practice experience and the understanding of the educational function of the school are the important factors affecting the pre-service primary school teachers' educational situational knowledge. The limitation of time and energy, the lack of sense of responsibility, the lack of channels of understanding, and the minimal role of community education are the important factors that affect the post-service primary school teachers' educational situational knowledge. Therefore, it is necessary to increase the proportion of educational situational knowledge in relevant curriculum and improve the understanding level of pre-service primary school teachers' educational situational knowledge. It is necessary to establish a sound student file, change the attitude towards teachers, take the responsibility of teachers and play a role in improving the level of situational knowledge of post-vocational primary school teachers.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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