教学经历对职前教师学科教学知识发展的影响.pdfVIP

(School of Education，Central China Normal University， Wuhan 430079 ， Hubei) [Abstract] Currently, from the special theory, virtue theory and teleological theory perspectives , some scholars infer that teachers professional development grow into a dilemma. As a matter of fact, this dilemma theory and its corresponding solutions (back to tradition) are questionable. It requires not only a rational screening, but also a profound criticism. Based on the criticism and reflection on the discourse of dilemma theory itself, we can gradually raise three macro-proposition: profession is the logical starting point for teachers development; norm is the main feature of teachers professional development; specialization is the realistic approach to teachers professional development. Accordingly, the whole tone of deepening theoretical basis of teachers professional development should be realistic aggressive instead of traditional regression, which means that we need to push forward teachers professional development through establishing professional status, completing normative systems and improving special means. [Key Words] teachers professional development，regression ，aggressive，profession ， norm ，specialization [Author] Xu Long, master degree candidate in Central China Normal University ； Main research area: teacher education, basic educational theory and moral education. 教学经历对职前教师学科教学知识发展的影响 徐 鹏 （东北师范大学文学院 教师教育研究院，长春，吉林 中国，130024） [摘要] 教育实习对职前教师而言是一段特殊的教学经历。研究者采用调查、 访谈、课堂观察和文件分析等方法，尝试探究这段经历对他们学科教学知识发展 的影响。研究发现：（1 ）教学实践中产生的“关键事件”对学科教学知识发展具 有“触发”作用。这种作用能够影响学科教学知识的基本成分，还会波及个人教学 取向；（2 ）教学反思对学科教学知识发展具有“加速”和“完善”的作用。多样的反 思方式能够促进学科教学知识基本成分更快地明晰和外显；深广的反思内容能够 促进学科教学知识基本成分更新、充实和重建。 [关键词] 教学实践；教学反思；学科教学知识；职前教师