教师教学实践知识个案研究

【作者】 张梅；

【导师】 赵昌木；

【作者基本信息】 山东师范大学 ， 教育管理， 2008， 硕士

【摘要】 本文以M小学为研究现场,借鉴北京大学陈向明教授关于教师教学实践知识的理论,结合该校老师的实际情况,从中选出了两位有代表性的研究对象—一位老教师和一位实习教师,研究者对她们的教学经历进行访谈,分析研究了教学日记,对课堂授课情况进行跟踪调查,记录分析,以便从中发掘其潜在的个人教学实践知识,分析研究她们教学实践知识的形成原因。研究者通过这次调查研究,力图明晰教师教学实践知识的形成条件,对教师在个人专业发展过程中采取有效措施促进自身教学实践知识的生成,提出合理化的建议和措施。文章分四部分:前言主要提出了研究教师教学实践知识的意义,确定了行之有效的研究方法,明确了有关资料的收集方法。第一章,从宏观的角度对教师教学实践知识的概念进行理论阐述,对教师教学实践知识的研究历史进行了梳理,在总结其他研究者对教学实践知识界定的不同观点基础上阐明教师实践知识的内涵。第二章,本文采用质的研究方法,对所选择的两位老师的教学实践知识进行了跟踪对比研究,一位是教学实践知识积累丰富的老教师,一位是实习老师。从对他们的研究中可以看出教学实践知识的生成脉络。第三章,通过研究,本文展现了两位老师教学实践知识的趋同性和差异性,以及教学实践知识对课堂教学的重要影响。对教师在个人专业发展过程中采取有效措施促进自身教学实践知识的生成,提出合理化的建议。更多还原

【Abstract】 This research regarded M primary school as the scene of study, drew lessons from Professor Xiangming Chen’s practical knowledge of teachers’theory, combined the actual conditions of teaching staff of M Primary School, and chose two representative teachers as study cases. In the research the author mainly used interview method, narrated each teacher’s distinctive educational practical knowledge in the form of telling stories, teaching diary, and live classes. Finally, basing on the contrast to the two cases, the author put forward some suppositions about teachers’education and some useful ideas which the author finds during the study.There are three parts in the article.Firstly, on the basis of the understanding of the theory, the author stresses that teacher’s practical knowledge is what ones get from the real and special situation while they are teaching.Secondly, the author analyses the differences of two typical teachers by presenting some materials of their teaching. The author draws the conclusion on the formation of the practical knowledge.Thirdly, the author believes that teacher’s practical knowledge take great part in teachers’professional development therefore makes some useful advices.更多还原