【作者】 张红；

【导师】 唐汉卫；

【作者基本信息】 山东师范大学 ， 教育学原理， 2008， 硕士

【摘要】 自从20世纪末我国小学开始全面推进素质教育以来,经过近10年的发展,我国小学教育发生了从注重数量规模增长向注重质量效益方向的转变。但是随着小学素质教育的不断推进,小学教师个人知识结构不适应的问题也越来越明显。本文从“教师专业化”视角来寻找构建我国小学教师个人知识结构的思路。文章分为三大部分:第一部分,简述教师专业化发展背景、教师专业化的基本内涵以及教师个人知识,认为教师专业化是社会发展的需要,是教育教学发展的需要,是教师实现自我价值的重要途径。教师专业化是职业专业化的一种,它包含两方面的内涵,一是教师群体为争取教师职业的专业地位而进行努力的过程,二是教师个体专业水平提高的过程,即教师职业专业化和教师个体专业化。前者是从社会学角度来探讨的,后者则是从教育学角度来认识的。本文着重从教育学角度来探讨,而且主要以教师个人知识为主。本文认为,教师个人知识分为显性知识和隐性知识,前者指教师个体通过学校学习、参加培训、自学等途径,通过接受等形式的学习获得的有关一般文化科学知识、学科专业知识和教育理论专业知识,后者指教师个体在教学工作中形成的一些自己会用但无法表达的教育教学观念、诀窍、技能等认知、技术、经验要素,也包括对教学对象的投入、对自己教学行为所起效果的相信程度等情感、信念等要素。两者对一个专业化教师来说,同等重要。第二部分,小学教师个人知识的现状调查分析。本文以笔者所在的市区所辖小学为主,共选取50名小学教师作为调查对象。方式有问卷调查、访谈问答和随堂听课三种。通过调查,发现小学教师个人知识结构存在不少问题,主要有:新知识储备不足;学生知识不够;现代教育技术知识与教育科研知识的欠缺;课堂教学重结论轻过程;关注预设,忽视生成;对新课程提倡的教学方式尚不适应等等。第三部分,提出了构建完善的小学教师个人知识的对策,包括:一、通过各种途径,丰富小学教师的显性知识。1、加大小学在职教师学历教育,提升其专业知识素养。2、建立合理的小学教师职前培训体系,完善小学教师的显性知识。(1)拓宽小学教师培养渠道,逐步形成开放化的教师配置体系。(2)在师范教育中,设置适合小学教育发展实际的课程。二、拓宽小学教师在职继续教育的渠道,丰富实践性知识。1、教师继续教育不仅仅是补充,更应该是转型。2、拓展教师继续教育的空间和渠道。3、充分利用校本资源,开展校本培训。三、完善政策配套,为小学教师的专业发展提供良好环境。1、提高小学教师待遇,增强职业吸引力。2、增大小学教师专业自主权,形成宽松的专业成长环境。通过本文的研究发现,与小学教师的显性知识相比,他们更缺乏隐性知识,即职业技能、对学生的热爱、对教师事业的追求等。而这些问题的解决,要依靠教师的积极参与,更要依靠国家制定相关政策,使小学教师专业化得到全社会的认同。更多还原

【Abstract】 Since the program of overall quality education was carried out in primary schools in the late 20th century, in nearly 1o years, the emphasis of primary education has been laid on the quality rather on the scale. However, with the further development of primary quality education, the problem has become more and more obvious that primary school teachers’knowledge constitution has been outdated. This paper intends to be in search of the train of thought on how to form primary school teachers’personal knowledge from the perspective of teachers’occupational specialization.This paper is made up of three parts. Part I is mainly about the background of the development of teachers’occupational specialization and its implication. Teachers’personal knowledge is also included. It points out that teachers’specialization is for the need of social development as well as educational development and it is the important means to realize teachers’self-value. As one from of professional specialization, teachers’specialization includes two aspects: one is the process of teachers’making efforts to obtain their professional positions and the other is the process of individual teachers’trying to improve their teaching performances, which can be summed up as teachers’professional specialization and individual specialization. The former is illustrated in term of sociology and the latter in terms of education, which is the focus of this paper. In this paper we can see teachers’personal knowledge can be divided into explicit knowledge and implicit knowledge. Explicit knowledge refers to general knowledge, specialized knowledge and educational theory knowledge by means of school education, training program and self-study. Implicit knowledge refers to the ideas, secrets, skills and techniques that teachers have gained while teaching, which can only be practiced but not be expressed by words by the teachers. Both of the two types of knowledge are pf the same importance to the teachers. Part II is about the investigation and analysis of personal knowledge of the present primary school teachers. Based on the primary school in Tai’an city, altogether 50 primary teachers are chosen as the subjects of the investigation . Three methods are adopted, including questionnaire , conversation and observation class. The investigation indicates that the problems with the personal knowledge constitution of primary teachers are as follows: teachers’inadequate knowledge storage, students’ lack of knowledge storage , teachers’inadequate knowledge of modern technology as well as education and research, more emphasis on the result rather than on the process, more focus on prediction rather than on the generation of knowledge, lack of adaptation to the new teaching method required by the new curriculum . Part III gives the countermeasures for primary school teachers to constitute perfect personal knowledge, which includes the following: First, try to enrich primary school teachers’explicit knowledge: 1. intensify academic education of primary school teachers, promote their specialized accomplishment. 2. establish proper pre-occupation training system for primary school teachers, perfect their explicit knowledge. (1)broaden the training channel, gradually form configuration system. (2) set suitable courses for the development of primary education in normal education programs. Second, widen the training channel for primary school teachers’further education, enrich their practical knowledge. 1. Further education for teachers is not only a complement, but also a pattern transfer. 2. Expand the space and channel for further education. 3. Make full use of the school material , carry out in-school training program. Third, improve and perfect the policy complement, provide a better environment for primary school teachers. 1. increase the welfare for primary school teachers, increase professional attraction. 2. Expand the decision-making power of primary school teachers so as to create free and easy environment for teachers’professional development.Compared with their explicit knowledge, primary school teachers are more lacking in implicit knowledge, which includes professional skills, their love to their students, the pursuit of their career. To solve all these problem, teachers should take an active part. Yet, the government’s participation and related policies are even more important so that the specialization of primary school teachers can be recognized by the whole society.更多还原