教师非言语行为的质性研究-教育学原理专业论文.docxVIP

Ⅰ Ⅰ 摘 要 微笑、神情、手势动作等这些每位教师都常用的非言语行为，会因为每位教 师的文化背景、家庭环境、教师的经验等的不同而有不同的表达。这些行为差异 的不同，表明支配教师行为的背后的知识是动态的和个别化的，有了这样动态和 个别化的知识，每位教师的非言语行为是亲切自然，真实而又丰富的。 可是，由于实证主义和科学知识在西方资本主义工业生产中所获得的巨大成 功，人们逐渐将科学知识看成是唯一可靠的知识，将科学知识的标准“客观性” 看成是普遍的知识标准。因此在教育中，传授这种最有用的科学知识也就成为教 师的唯一目的。这种知识观强调统一性、标准性，教师个人的实践性知识和缄默 知识被极大地忽视。再加上学校的教学制度和教学常规对教师工作的刚性要求， 使得不同学科，不同年龄，不同性别的教师，他们的非言语行为呈现出基本一致 的倾向——表演化和单一化，教师像演员一样随时在表演，而这种表演常常只是 单一的威严，这样的表演远离了教师生活的真实。 因此，要克服教师知识中的痼疾，从而使教师的非言语行为得到较大的改善， 就要在校本教研中提升教师的知识。在校本教研中，教师的自我反思是基础，教 师不仅要反思自己的缄默知识和实践性知识，还要反思自己是否灵活应用了刚性 的教学制度和教学常规；教师同伴之间的对话、交流及协作是关键；而教育专家 的专业引领是先导。当教师获得并有效应用自己丰富而又情境性的、个别化的知 识时，教师非言语行为也会表现出极大的丰富和真实。 关键词：教师非言语 行为 研究 Ⅱ Ⅱ Abstract These nonverbal behaviors like smile, expression and gestures etc. which every teacher uses vary from teachers according to their times, social and family backgrounds and experiences. Such differences of expression indicate knowledge that manipulates behaviors of teachers is dynamic and individualized. Under such manipulation, teachers’ behaviors are kind and natural, sincere and ample. However, with success of positivism and scientific knowledge obtained in the production of Capitalist industry, people gradually view scientific knowledge as only reliable knowledge, view criteria of scientific knowledgeobjectivity,as a general knowledge criteria.Therefore, pass on the most useful scientific knowledge is a mere purpose of teachers in education. This supreme knowledge emphasizes unitarity and standardness, depressing and despising teachers’ individual knowledge. Together with severe demand for teachers in the teaching system and regular rules, makes non-verbal expressions of teachers who vary in subjects, ages, sexes show no difference.Like an actor, teachers perform at any time. Such performance is only a single dignity, far away from the truth of teachers. Accordingly, rethinking is fairly significant to overcome the obstinate in teachers’ knowledge. School-based Teaching Research is very important to improve Teachers’ knowled