【作者】 冯婉桢；

【导师】 叶平枝；

【作者基本信息】 河南大学 ， 学前教育学， 2007， 硕士

【摘要】 研究从幼儿园观摩教学中教师的原始行为文本出发,指明教师行为背后潜藏着控制他人印象以有利于自身的意图,明确教师在观摩教学情境中,凭借其教师角色,在这种期望获得他人良好评价的意图驱使下,所有意表现出来的全部行为都是表演。它是一种复杂的话语施效行为,并带有理想化的特征。借鉴现象学的本质直观,在对众多观摩教学中教师的表演进行联想和想象之后,浮现提取出了具有内在关联的期望、布置、控制和结果四个环节,从而说明表演具有内在的一致性与连贯性。同时,表演代表和反映了教师的自我意识,表明了教师对于教育教学的认识和理解;其本身是教师对于教学的一种理想化,蕴藏着教师教育教学生活的意义。其次,表演是教师以自己的方式对于自身教育教学生活的展示,代表了教学公共性的一面,满足了教师交流和表达的需要。表演是教师与课堂中他者的一种交往,也是他人的在场对于课堂中师生互动的影响。作为教育实践中教师的一类行动,表演不仅具有真实性,而且与教师的自我认识及自我发展有着密切的关系,具有较大的研究价值和实践意义。在承认了表演的合理性之后,研究使用了“理想类型”方法,概括描述了幼儿园观摩教学中教师表演的三种类型:教育理论主导型表演、自身特点主导型表演和教学任务主导型表演。三者在表演内容、表演结果、表演的适当性、表演的理想化程度、表演与教师的关系以及表演与教学的关系上都有所不同。前两种表演在观摩教学情境中不够适当,使教师自身陷入了自我分离,也忽视了幼儿的发展,甚至会给幼儿带来消极影响。教学任务主导型表演是现实存在的值得提倡的一种表演类型,教师的表演不仅带来了教学的创新,实现了其自我的发展,也给予了儿童有效的学习。因此,我们倡导和推崇教学任务主导型表演,一方面彰显教师的个性与生活,另一方面实现教育的真且善。为此,研究分析了影响教师表演的因素,包括“脸面”文化、教育组织及评价制度、观摩教学自身的习性、时间、空间和教师自身的内部因素(包括教师的个性特点、成长阶段、教育观念,以及教师的自我评价),并给出了以下两方面的可行性建议:1教师自身要加强自我认识,坚定自身的实践立场;2改革观摩教学的组织和评价制度。更多还原

【Abstract】 Beginning from the primitive text of teacher’s behavior in kindergarten demonstration teaching, the research indicates that there is the intention hidden behind the teacher’s behavior to control other people’s impression to benefit the teacher’s self, and nails down all the teacher’s intentional behavior is performance which take place in the context of demonstration teaching on the part of a teacher driving by the expectation of acquiring positive evaluation from others. This is one of complicated perlocutionary act combining with the characteristic of idealization.Using the phenomenological Wesen Intuition, researcher associates and imagines among numerous teachers’performances in demonstration teaching, then presents and withdraws four performing steps having innate relations named expectation, arrangement, control and result to show the coherence and continuity of performance. At the same time performance represents teacher’s self-consciousness, and indicates teacher’s comprehension of education and teaching. Performance itself is one kind of idealization toward teaching which containing the meaning of teacher’s teaching life. Secondly, performance is teacher uses his/her own way to demonstrate his/her teaching life which represents the public aspect of teaching satisfying teacher’s demands of communication and expression. In addition, performance is the interaction between teacher and others appearing in classroom, or the influence of others’appearance to the interaction between teacher and children in the course of teaching. As one kind of teacher’s behavior in education practices, performance not only has the reliability, but also closely contacts with teacher’s self-realization and self-development, which possesses rather great research value and practical meaning.After admitting performing rationality, research use“ideal type”method to generalize and describe three teachers’performing type: performance leading by educational theories, performance leading by oneself characteristics and performance leading by teaching mission. The three have differences in performing content, performing result, performing aptness, performing idealization degree, the relationship between performance and teacher, and the connection between performance and teaching. The former two kinds of perform all have enough happiness in demonstration teaching, and make teacher self sank into the ego-separates, also neglecting the development of the infant, even will bring the infant the negative influence. The performance predominant in teaching mission is a kind of performance worthy of promoting that actually exist, the teacher’s performance not only bring the teaching creativity, and help the teacher develop himself/herself, but also make children study effectively.Therefore, we initiate and worship the performance predominated by teaching mission, for the sake of to magnify teacher’s character and life on the one hand, and to realize the true and well of education on the other hand. For this, the research analyzes the factor affecting teacher’s performance, including the“face”culture, the educational organization and the evaluating system, the propensity, time, space of the demonstration teaching itself ,and the internal factor of teacher’s oneself ( including the teacher’s character and growing-up stage, the idea in education, and the teacher’s self-evaluation).Then research gives some feasible suggestions revolving around two aspects below :1 to enhance teacher’s self-cognition and to consolidate teacher’s practical position ;2 to reform the educational organization and the evaluating system about demonstration teaching.更多还原