建构主义视野下的教师素质及其培养研究
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摘要
本文主要研究了建构主义教育教学改革背景下的中小学教师素质及其培养问题。选题基于这样一个基本认识假设:即任何教师素质都是在一定的教育教学目标下,基于一定教育教学任务和实践要求等为前提性参照的,教育目标、教育教学实践要求的变化,必然会需要教师素质进行适当的调整。建构主义为指导的教育教学改革,在基本的教育理念、目标和实践要求上,与传统的教育教学相比发生了很大的改变,那么它对教师的素质提出了哪些新的或不同的要求?教师教育应如何进行相应地改革?本研究就是围绕这两个核心问题展开的。论文共分为四个部分、六章。
第一部分是第一章,主要介绍了选题的缘由、研究的现状、存在的问题、研究的方法论基础和主要的研究方法。指出,建构主义指导下的教育教学改革对教师的角色、职责、行为、素质等提出了许多新的要求,也因此提出了新素质教师的培养、培训问题。研究文献综述表明,当前国内对这些问题的关注不多,研究不够全面和深入。
论文第二部分是正文的第二章。主要考察了建构主义的基本理论和教学论主张。认为,建构主义是关于认识和学习的理论,有着悠久的思想历史渊源。建构主义的基本观点包括:知识是个体基于已有经验基础上主动建构的,本质上是无法传递的,学习应以学习者主动参与为前提。学习也是以语言、文化等工具为中介的。以合作、交往为主的社会性活动是促进学生发展的重要途径。建构主义教育教学的主要目标,包括促进学生对知识的理解、发展创造能力、实现社会的革新和人的解放等;建构主义教育教学的原则包括主体性、情境性、因材施教和过程性、参与性评价原则等等。指出建构主义师生关系是以民主、平等、协商、对话和合作等关系为特征。
论文第三部分包括第三、四章。分别考察了在建构主义教学改革中,教师作为“学习的促进者”、“社会的改革者”等的职责、行为特征以及相应的素质要求。
第三章,讨论了教师作为“学习的促进者”在教学中的具体职责和行为特征。指出作为“学习的促进者”的教师,在观念等的素质要求上,应明确学生主动学习和发展的意义和价值、形成过程与目标相统一的教育教学观、确立每一个学生都能实现发展的信念、形成平等合作、交往为特征的师生关系理念。强调在知识方面,教师应掌握精深、整合的学科内容知识、课程设计、编制等的知识、“学与教”的方法知识和了解学生的知识基础与思维方式的知识等,认为教师知识结构应是一种网状知识结构。在能力方面,认为教师应具有理解学生知识和把握学生思维的能力、教学设计能力、沟通与社交能力、利用现代教育教学技术的能力和反思能力等。最后,在人格特征方面,指出教师应具有友爱、诚实、公正、公平
This research is mainly about the teachers' quality training under the view of the constructivism teaching reform. It is based on such an assumption that any teacher quality is corresponding with a certain of education purpose, duties, instruction standards, and practice requirement, the vice versa. The constructivism teaching reform has greatly changed from the tradition, so what the happened with the requirement of the quality to teachers, and how the teacher education should change to meet with the new quality requirement. The dissertation is composed of four parts, six chapters.The first part, and also the chapter one, has introduced the reason we choose such a issue for research, and a study review, the methodology and the ways. It regards that the constructivism teaching reform needs some new properly quality of teachers.The study review has shows that , fewer people have concerned such a issue. A lot of issues need us to be further discussed and explored.The chapter two is the second part. It is mainly about the basic theory and the constructivist teaching. It regards that the constructivism is a theory about knowing and learning. It claims that the knowledge is active acquired by the student on the base of their prior experience. Knowledge can't be transferred. The social inter-activity is very important to the children's development. The aims of constructivist teaching is to facilitate the understanding the knowledge; to develop the ability of creativity; to renew the society and to emancipate the human beings. The principles of the constructivist teaching are the activity, contextual, diversity, engagement etc. The character of the relationship between the teacher and the student is democracy, equality, dialog and cooperation etc.The third part is mainly about the quality of the teachers on the ground of the constructivism and constructivist teaching. It includes the chapter three and chapter four.The chapter three, it suggest that the constructivist teacher should value of the active leaning of their students, set equally important to the teaching process and the aims, believe that every student can success; hold a equally, cooperatively and dialog view of the relationship between teacher-student and student-teacher. The teacher need have an comprehensive understanding of subject matter, and must be companied by the pedagogical knowledge; the knowledge of curriculum design and compilation; the knowledge about the leaning and teaching; know how to learn the prior knowledge and the thinking style. It claims that knowledge structure of teacher is a web model. The constructivist teaching need teachers to have the ability to understand the student, the ability to design a course, the ability of social communicate and contact with others, the ability to use the modern instruction technology and
the ability of reflection. It also has requirement to teachers' personality, such as friendship, honesty, justice and humility etc.In chapter four, it regards that the teacher should play an actively role of an social reformer, who engaged himself for the social justice and the fairness; the social democracy; to cultivate a new social relationship which character is dialog, compromise, and cooperation, to emancipate the spirit of humankind. The theory which can be used to guide the teacher practice is "the theory of communication", the idea of democracy personality of reflective practitioner; the praxis. Being a social reformer, the teacher needs to believe the validity of education to the reform of society. Developing a view of multicultural equality; holding a education purpose to foster the social justice and democracy .the teacher should have the knowledge about which has affected the justice and fair in education ,he should have some knowledge about sociology of knowledge; understanding the social meaning and the value of the constructivism teaching .it emphasize the ability of critical reflection and inquiry, the ability of multicultural teaching.The forth part composed of two chapter is about the teacher education.
第一部分是第一章,主要介绍了选题的缘由、研究的现状、存在的问题、研究的方法论基础和主要的研究方法。指出,建构主义指导下的教育教学改革对教师的角色、职责、行为、素质等提出了许多新的要求,也因此提出了新素质教师的培养、培训问题。研究文献综述表明,当前国内对这些问题的关注不多,研究不够全面和深入。
论文第二部分是正文的第二章。主要考察了建构主义的基本理论和教学论主张。认为,建构主义是关于认识和学习的理论,有着悠久的思想历史渊源。建构主义的基本观点包括:知识是个体基于已有经验基础上主动建构的,本质上是无法传递的,学习应以学习者主动参与为前提。学习也是以语言、文化等工具为中介的。以合作、交往为主的社会性活动是促进学生发展的重要途径。建构主义教育教学的主要目标,包括促进学生对知识的理解、发展创造能力、实现社会的革新和人的解放等;建构主义教育教学的原则包括主体性、情境性、因材施教和过程性、参与性评价原则等等。指出建构主义师生关系是以民主、平等、协商、对话和合作等关系为特征。
论文第三部分包括第三、四章。分别考察了在建构主义教学改革中,教师作为“学习的促进者”、“社会的改革者”等的职责、行为特征以及相应的素质要求。
第三章,讨论了教师作为“学习的促进者”在教学中的具体职责和行为特征。指出作为“学习的促进者”的教师,在观念等的素质要求上,应明确学生主动学习和发展的意义和价值、形成过程与目标相统一的教育教学观、确立每一个学生都能实现发展的信念、形成平等合作、交往为特征的师生关系理念。强调在知识方面,教师应掌握精深、整合的学科内容知识、课程设计、编制等的知识、“学与教”的方法知识和了解学生的知识基础与思维方式的知识等,认为教师知识结构应是一种网状知识结构。在能力方面,认为教师应具有理解学生知识和把握学生思维的能力、教学设计能力、沟通与社交能力、利用现代教育教学技术的能力和反思能力等。最后,在人格特征方面,指出教师应具有友爱、诚实、公正、公平
This research is mainly about the teachers' quality training under the view of the constructivism teaching reform. It is based on such an assumption that any teacher quality is corresponding with a certain of education purpose, duties, instruction standards, and practice requirement, the vice versa. The constructivism teaching reform has greatly changed from the tradition, so what the happened with the requirement of the quality to teachers, and how the teacher education should change to meet with the new quality requirement. The dissertation is composed of four parts, six chapters.The first part, and also the chapter one, has introduced the reason we choose such a issue for research, and a study review, the methodology and the ways. It regards that the constructivism teaching reform needs some new properly quality of teachers.The study review has shows that , fewer people have concerned such a issue. A lot of issues need us to be further discussed and explored.The chapter two is the second part. It is mainly about the basic theory and the constructivist teaching. It regards that the constructivism is a theory about knowing and learning. It claims that the knowledge is active acquired by the student on the base of their prior experience. Knowledge can't be transferred. The social inter-activity is very important to the children's development. The aims of constructivist teaching is to facilitate the understanding the knowledge; to develop the ability of creativity; to renew the society and to emancipate the human beings. The principles of the constructivist teaching are the activity, contextual, diversity, engagement etc. The character of the relationship between the teacher and the student is democracy, equality, dialog and cooperation etc.The third part is mainly about the quality of the teachers on the ground of the constructivism and constructivist teaching. It includes the chapter three and chapter four.The chapter three, it suggest that the constructivist teacher should value of the active leaning of their students, set equally important to the teaching process and the aims, believe that every student can success; hold a equally, cooperatively and dialog view of the relationship between teacher-student and student-teacher. The teacher need have an comprehensive understanding of subject matter, and must be companied by the pedagogical knowledge; the knowledge of curriculum design and compilation; the knowledge about the leaning and teaching; know how to learn the prior knowledge and the thinking style. It claims that knowledge structure of teacher is a web model. The constructivist teaching need teachers to have the ability to understand the student, the ability to design a course, the ability of social communicate and contact with others, the ability to use the modern instruction technology and
the ability of reflection. It also has requirement to teachers' personality, such as friendship, honesty, justice and humility etc.In chapter four, it regards that the teacher should play an actively role of an social reformer, who engaged himself for the social justice and the fairness; the social democracy; to cultivate a new social relationship which character is dialog, compromise, and cooperation, to emancipate the spirit of humankind. The theory which can be used to guide the teacher practice is "the theory of communication", the idea of democracy personality of reflective practitioner; the praxis. Being a social reformer, the teacher needs to believe the validity of education to the reform of society. Developing a view of multicultural equality; holding a education purpose to foster the social justice and democracy .the teacher should have the knowledge about which has affected the justice and fair in education ,he should have some knowledge about sociology of knowledge; understanding the social meaning and the value of the constructivism teaching .it emphasize the ability of critical reflection and inquiry, the ability of multicultural teaching.The forth part composed of two chapter is about the teacher education.
引文
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