小学数学教师隐性知识发展路径的研究.pdfVIP

究全过程的程序和操作方式；（3）具体的技术和技巧，即在研究中具体工具、手 段和技巧的使用等。第三个层面的研究以数学教师案例的形式呈现，期待获得对 于师者的启示。 最后，反思中总结全文。研究的正向结果是：通过教育叙事的方法，被研究 者对“自身拥有的观念和知识”获得了较好的认识和意义的澄清，以比较积极的 态度和不同以往的视角对待自己将要从事的职业。但是，研究同时也暴露出反向 的结果：源于研究者对叙事研究使用中方法、技巧维度的缺乏和被研究者自身难 以逾越的壁垒——写作，在未来展望中给研究者提供了研究的新视角——教师知 识管理。 关键词： 小学数学教师；隐性知识；教育叙事研究 III Abstract In the 1980s, with the teacher education to become concerned about the hot issues, and promote the professionalization of teachers, they must prove that there is a security professional attributes of the knowledge base, stated the teachers play a role in the domain of professional knowledge and structure. But regardless of the theoretical circles or practice areas are the existence of a bias, primary school teachers in the field of education almost on a scrap of Teacher Education, the professional status of teachers in primary schools is very worrying. It is the very serious phenomenon that theory is not for its practice. In order to provide primary school math teacher education with theory and practice of supporting , Im sure these study is the primary mathematics teachers, on the theme of practice guidance (Primary Mathematics) teachers knowledge of what is, teachers how to develop such knowledge . It based on two basic assumptions: First, there is a certain implicit knowledge, this knowledge to practical disposable in the education of teachers teaching and the other is, at least there is a method best suited to Primary Mathematics Teachers to develop their own implicit knowledge. Including the core issue of research, should be an open system and the field is endless. I study the overall idea is to find the smallest of issues including the theory and to maximize the theory to guide practice, in practice, further enriching the theory and demonstration. This is also th