教师个人教学逻辑的建构研究——基于小学数学教师的个案分析
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摘要
教学逻辑研究旨在通过具体教学问题解决的过程,揭示教师教学思维的依据,强调教学问题解决过程中教学决策的合理化。本研究运用个案分析的方法,通过课堂观察、访谈和文本分析的方法对两名小学数学教师进行研究。研究发现,不同教师建构的个人教学逻辑在价值诉求、认知性质、认知程度、知识提取、逻辑链接等方面呈现出鲜明的表征差异。情感体验建立基础的不同、经验范围和种类的不同、专业发展模式选择的不同以及教学反思水平的不同是导致教师个人教学逻辑表征差异的重要影响因素。
The purpose of teaching logic research is to reveal the basis of teachers' teaching thinking through the process of solving specific teaching problems,and to emphasize the rationalization of teaching decision-making in the process of solving teaching problems.In this study,two primary school mathematics teachers were studied by case study,classroom observation,interviews and text analysis.The research finds that the individual teaching logic constructed by different teachers has distinct representational differences in value appeal,cognitive nature,cognitive level,knowledge extraction and logical links.Different foundations of emotional experience,different scope and types of experience,different choices of professional development modes and different levels of teaching reflection are the important factors that lead to the differences in teachers' logical representation of teaching.
The purpose of teaching logic research is to reveal the basis of teachers' teaching thinking through the process of solving specific teaching problems,and to emphasize the rationalization of teaching decision-making in the process of solving teaching problems.In this study,two primary school mathematics teachers were studied by case study,classroom observation,interviews and text analysis.The research finds that the individual teaching logic constructed by different teachers has distinct representational differences in value appeal,cognitive nature,cognitive level,knowledge extraction and logical links.Different foundations of emotional experience,different scope and types of experience,different choices of professional development modes and different levels of teaching reflection are the important factors that lead to the differences in teachers' logical representation of teaching.
引文
[1]Todd,S.,Hawley..Purpose Into Practice:The Problems and Possibilities of Rationale-Based Practicee in Social Studies[J].Theory and Research in Social Education,2010,38(1):131-162.
[2]高忠明.中学初任物理教师专业成长研究[D].重庆:西南大学,2009.
[3]赵鑫.教师有效教学决策的情感基础及其实现路径[J].教育科学,2012,28(5):91-96.
[4]杨鑫,等.论教师直觉性教学决策与教学反思的关系[J].教育发展研究,2012(18):42-47.
[5]Michaela,Borg..Key concepts in ELT the apprenticeship of observation[J].ELT Journal,2004,58(3):274-276.
[6]李德华.新手教师实践性知识的建构——从教师生活史分析[J].当代教育科学,2005(12):26-30.
[7]苗学杰,饶从满.学徒观察与教师培养——“先入之见”及其对师范生学会教学过程的影响[J].教育学报,2012,8(2):34-40.
[8]孙正聿.哲学通论(修订版)[M].上海:复旦大学出版社,2005:66-67.
[2]高忠明.中学初任物理教师专业成长研究[D].重庆:西南大学,2009.
[3]赵鑫.教师有效教学决策的情感基础及其实现路径[J].教育科学,2012,28(5):91-96.
[4]杨鑫,等.论教师直觉性教学决策与教学反思的关系[J].教育发展研究,2012(18):42-47.
[5]Michaela,Borg..Key concepts in ELT the apprenticeship of observation[J].ELT Journal,2004,58(3):274-276.
[6]李德华.新手教师实践性知识的建构——从教师生活史分析[J].当代教育科学,2005(12):26-30.
[7]苗学杰,饶从满.学徒观察与教师培养——“先入之见”及其对师范生学会教学过程的影响[J].教育学报,2012,8(2):34-40.
[8]孙正聿.哲学通论(修订版)[M].上海:复旦大学出版社,2005:66-67.