【作者】 周海华；

【导师】 姜晓平；

【作者基本信息】 河海大学 ， 高等教育学， 2006， 硕士

【摘要】 人们对知识的探讨由来已久,而对教师知识的系统研究则是近年来才兴起的。在国外,这种系统研究始于上世纪80年代。在国内,则要相对晚一些。但绝大多数研究者都是从教师的所应具有的知识来谈这个问题,而缺乏对高校教师知识结构“实然”状态的关注。于是,在课程改革的背景下,高校教师到底拥有怎么样的知识这一问题便显得重要起来。 本文首先在绪论部分简要说明了研究的缘起、方法、意义和思路;然后列举了国内外关于教师知识结构研究的进展情况,对他们的研究作了回顾与总结;再结合本文所做的调查,指出目前我国高校教师知识结构的现状、特点和存在的问题以及问题存在的原因分析,在此基础上,提出了高校教师应有的知识结构及特征和高校教师知识结构的重建,并说明了高校教师知识结构的培养方向;最后,本文提出了高校教师知识结构的完善途径。 本文既有理论的分析,又有调查材料的论证,使读者可以充分了解教师实然的知识结构,以期能给读者带来一些启发并能打开教师专业发展的新思路。更多还原

【Abstract】 For a long time, researchers have made an inquiry into knowledge, while a short time systematic study focus on teacher’s knowledge. The systematic study started from 1980s in other countries and a little later in China. But most researchers talked about what knowledge should a teacher have while not the real structure of teacher’s knowledge. So the question what knowledge does a teacher have becomes more and more important in the context of curriculum reform.This paper first briefly explains the origin, methods and significance of the research. Then it outlines the development of the research on the teachers’ knowledge structure in the world; then combining with my own survey, this paper points out the existing state, traits and problems of the knowledge structure in the universities. On this base, the author reveals the necessary knowledge structure and its characteristics of higher school teachers and how to cultivate higher school teachers as well as the structure of knowledge that a teacher should have, and restructure the higher school teachers’ structure of knowledge. In the end, the thesis tell how to perfect the higher school teachers’ structure of knowledge.This thesis integrates theoretical analyses with the practical cases, which makes the readers understand clearer the real state of teacher’s knowledge. So ultimately it can bring new views for teacher profession development.更多还原