师范生教学实践知识的形成研究-课程与教学论专业论文.docxVIP

上海师范大学硕士学位论文Ab 上海师范大学硕士学位论文 Abstract Abstract As the new curriculum reform gradually thorough, the proportion of educational theory curriculum increased in normal university, such as education meterage theory, educational assessment, education technology, and educational management discipline which appeared in various forms of Optional subjects. Nevertheless, normal students still could not adapted to the front-line teaching well. Their teaching ability haven’t been improved by the way of injecting educational theory to curriculum. Besides, educational practice courses also face substantial problems, The status of goals tended to value technology, the content and form of education tanning were arbitrary, and the evaluation were ineffective. What’s more, the normal universities and practice schools were seemingly in harmony but actually at variance. All above frustrating phenomenon were among the signs that normal universities should strengthen education in the integration of theory and practice, because the important makings of a good teacher are Teaching Practice Knowledge. This study mainly focused on exploring the ways in which normal students gained Teaching practice knowledge and constructed three gradient development model to explain these. From the background of topics and the Research purposes, the specific issues were these: first, reading into Teaching practice knowledge, second, analyzing the formation of it , third constructing a theoretical model of the formation of normal students’ practice knowledge, forth, Base on these works，analyzing the teacher education curriculum of shanghai normal university and suggested to construct a system of practical courses. The originality of this paper lies in three points：first one is the deconstruction of the teachers teaching practice knowledge forming process with two perspective. One of the perspective is Knowledge creation theory, the other one is Experience learning theory; Second, the construction of t