互喻文化背景下小学教师实践性知识的特点及促进策略 论文.docx

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互喻文化背景下小学教师实践性知识的特点及促进策略

摘要

随着时代的发展，教育领域中教师与学生之间形成了“互喻文化”现象，即老师与学生相互学习，从而激发学生学习兴趣，培养探究能力。为实现“互喻文化”的教育愿景，需要老师掌握更丰富的实践性知识。

本研究采用课堂观察法，以徐州市少华街第二小学为样本，对教师的实践性知识进行研究，从而将互喻文化融入课堂，让课堂充满生机。研究发现小学教师互喻方面实践性知识存在以下问题：教师主导，学生依然处于被动地位；互动对象和内容存在差异性；缺乏目的性。针对这些问题我们提出相应的促进策略：营造良好成长环境，完善教师培训机制；教师要学会反思，内化教育实践性知识。

关键词：互喻文化；小学教师；实践性知识

Characteristicsandpromotionstrategiesofelementaryschoolteacherspracticalknowledgeunderthebackgroundofmetonymyculture

Abstract

Withthedevelopmentofthetimes,thephenomenonofmutualmetaphorculturehasbeenformedbetweenteachersandstudentsinthefieldofeducation,thatis,teachersandstudentslearnfromeachother,soastostimulatestudentsinterestinlearningandcultivatetheirabilitytoexplore.Inordertorealizetheeducationalvisionofmutualmetaphorculture,teachersneedtomastermorepracticalknowledge.

Thisstudyadoptstheclassroomobservationmethod,takesthesecondprimaryschoolofShaohuaStreetinXuzhouCityasthesample,carriesontheresearchtotheteacherspracticalknowledge,thusintegratesthemutualmetaphorcultureintotheclassroom,letstheclassroombefullofvitality.Itisfoundthattherearethefollowingproblemsinthedevelopmentofpracticalknowledgeaboutmutualmetaphoramongprimaryschoolteachers:theinteractionmodeissingle,theobjectisdifferent,andthepurposeislackingThroughtheresearch,wehaveadeeperunderstandingofhowtoimprovethepracticalknowledgeofmutualmetaphoramongprimaryschoolteachers,andputforwardcorrespondinggenerationstrategies:tocreateagoodgrowthenvironment,strengthentheprofessionalbeliefsofprimaryschoolteachers;improvethetrainingmechanismtoimprovetheprofessionalliteracyofprimaryschoolteachers;teachersshouldlearntoreflectandinternalizethepracticalknowledgeofeducation.

KeyWords:MetonymycultureGradeSchoolTeacherPracticalknowledge

目录

摘要1

AbstractⅡ

目录Ⅲ

绪论1

（一）问题