教师教学经验生成机制分析-课程与教学论专业论文.docxVIP

万方数据 万方数据 摘 要 没有一位教师是空着脑袋走进课堂的，因为任何一位教师都会因自身所处的 文化背景、家庭环境、受教育经验等使其带着某种“前见”进入教学，这里的“前 见”便是经验。所以经验特别是教学经验是理解教师专业发展的媒介与关键。但 是教师在积累和提升自身教学经验的过程中，经常会遇到一些问题，比如各种零 散的教学经验无法进行整合，好的教学经验无法转化为行动等问题，这些问题背 后其实是教师教学经验的生成出现了问题。本研究的主要问题包括:教师教学经验 的内涵、特征及表现形态；教师教学经验生成机制及其影响因素；教师教学经验 生成的策略。 为了多方面获得教师教学经验生成机制的相关资料和信息，本研究采用了文 献分析法、个案研究法、并辅之以问卷调查法。通过文献分析法意在明确教师教 学经验的内涵、特征及表现形态。通过理论思辨、结合具体的案例，形成了教师 教学经验生成机制的分析框架，即内化机制、外化机制和共享机制。在此基础上 开发了问卷和访谈提纲，研究者在研究期间对西北师范大学某培训班一位学员进 行了为期两个月的跟踪调查，通过个案研究的方式，从“点”的角度去深入剖析 和验证教师教学经验的生成机制。并在这位老师所在的培训班发放了问卷，通过 问卷调查的方法，从“面”的角度探讨教师教学经验的生成机制及其影响因素。 通过现场调查与理论的阐释，探寻面向实践的教师教学经验的可能生成机制以及 影响因素。 通过研究发现影响教师教学经验生成的因素，包括微观的个人经历、中观的 重要他人和宏观的学校文化。最后，依据教师教学经验生成机制及其影响因素， 从以下四个方面探寻教师教学经验生成的策略：理论学习策略；提升反思策略； 有效教师培训策略；学校保障策略。 关键词：经验；教学经验；生成机制 I ABSTRACT Every teacher comes to the classroom with some kind of “pre-view” into his/her classroom due to their different cultural background, family environment and different levels of acquiring knowledge. We want to emphasize that the “pre-view” is experience especially teaching experience. So we can safely conclude that teaching experience is the key factor for us to understand teachers’ professional development. However, teachers may meet with some problems during the process of improving themselves teaching experience such as difficult to integrate all kinds of teaching experience, difficult to turn the good teaching experience into action. The reason is that there is the problem of the generation of teachers’ teaching experience. The paper tries to answer these questions：Then what is the teachers’ teaching experience; How does the teachers’ teaching experience generate; What strategy does the teachers’ teaching experience generate. To get relevant data and information of generating mechanism about teacher’s teaching experience, the author collected the information by documentary method, case study method and questionnaire method. The paper shows the connation of teachers’ teaching experience, features and the form of performance a