【作者】 何叶；

【导师】 杨晓萍；

【作者基本信息】 西南大学 ， 学前教育学， 2012， 博士

【摘要】 2010年7月,国务院颁布的《国家中长期教育改革和发展规划纲要(2010—2020年)》将学前教育的发展列入了近十年来国家发展主要任务的行列。提出普及学前教育并重点关注如何推进农村地区的学前教育程度的推广与质量的提高。同年11月,《国务院关于当前发展学前教育的若干意见》的发布,使学前教育的现状与发展得到了更多的关注。两个重要文件均为学前教育的发展指明了方向：从根本上推动学前教育质量的提高。在这样的要求下,幼儿教师需要对幼儿身心发展规律有更多的了解,对幼儿园的教学活动积极的审视与反思,对自身的专业发展给于更多的关注。幼儿教师的教学实践智慧正是帮助幼儿教师达成目的的智慧锦囊。本研究所采用的研究方法主要有文献法、个案研究法与内容分析法。在理论建构上采用文献分析法,通过查找文献资料明确已有的研究成果确定本研究的研究视角以及研究的价值。以工具性个案,即通过对一位幼儿教师或者一个教学活动的研究,了解并说明幼儿教师教学实践智慧这个研究主题。获取个案资料的方法主要是访谈法和观察法。继而利用内容分析法对教师笔记、幼儿评价等资料进行内容分析,获得对于幼儿教师教学实践智慧的规律性认识。古往今来有许多对教师智慧、教学实践以及充满智慧的教学的研究,由于学者拥有不同的文化信仰、不同的时代背景、不同的生活经验,他们对于实践智慧的看法不尽相同,但都一直认为实践智慧对于教师、对于教育有着积极重要的价值。本研究用文献法梳理了中外学者对其探索与理解,在此基础上提出对教师教学实践智慧的追问：教学实践智慧对于教师有什么意义、对于教学有何主旨。进而挖掘出幼儿教师教学实践智慧的本质——凸显着教师的生命意义,同时也促进着幼儿的发展。通过对教学实践智慧本质的探索,明确了幼儿教师的教学实践智慧是幼儿教师在幼儿园的教学活动中形成的,是对幼儿的科学知识、完整人格以适宜的方式加以引导的知识和能力。这种能力帮助幼儿教师在教学实践中更好的组织教学活动、处理突发问题、进行教学反思等活动。幼儿教师的教学实践智慧具有实践性、创造性、生成性、反思性、缄默性与可传递性六大特征。幼儿教师应成为教学活动的理解者、反思者和实践者,通过对幼儿园教学活动的理解、行为的反思、并通过教师的主体性在幼儿园教学中进行实施,幼儿教师的教学实践智慧才能够在理解问题、分析问题、反思问题以及生成问题中得到丰富和生长。在对幼儿教师教学实践智慧的内涵、特征及理念进行探讨之后,本研究认为幼儿教师的教学实践智慧的内容具有三个维度,即内容、情景与定位；而教师、幼儿与事件同时又构成了一个三元的结构。幼儿教师的教学实践智慧正是幼儿教师自身在理想与实际的定位与情景中起着协调作用,并连接着教师、幼儿与事件三者之间的关系的,具体体现为幼儿教师的教育信念、对教学环境的创设、对教学活动的设计以及对幼儿个体与事件的处理这四个方面。本研究最后通过通过在幼儿园中进行教学活动观察与记录得到真实的案例,筛选和整理出诸多有效的个案对于幼儿教师教学实践智慧的各个类型给出详细的展示,以验证本研究的关于幼儿教师教学实践智慧生成于发展之立论。之后通过以内容分析法对案例的分析,得到影响幼儿教师教学实践智慧的微观、中观以及宏观因素,并对幼儿教师关于如何生成教学实践智慧提出了建议。更多还原

【Abstract】 The State Council promulgated the "National Long-term Education Reform and Development Plan (2010-2020)" to put the development of pre-school education in the national developmental tasks list in the nearly decade in July2010. And the "Some opinions on the Current Development of Preschool Education of the State Council" was published in November2010. Preschool education popularization and quality improvement of preschool education in rural areas have been being the greatest focus in the resent years. Both of those two documents have been pointing out the direction of preschool education development, which is promoting the quality of preschool education fundamentally. In such a request, kindergarten teachers must have more understanding of regular pattern of children’s physical and mental development, more positive examining and reflection on their teaching activities, more attention about professional development of themselves. To do those matters, kindergarten teachers’ teaching practical wisdom is the best helper.The methodology of this research are literature method, case study method and content analysis method. Confirming the angle and the value of this research through searching of existing research results in literature method. Then explaining the research theme through cases from kindergarten by case study method. The information or cases is collected by observing and interviewing. Finally analyzed contents of teacher’s working dairy and children evaluation to make a conclusion about kindergarten teachers’ teaching practical wisdom.There have been a lot of researches on teachers’ wisdom, teaching practice and sapiential teaching. Because of different cultural beliefs, different times background and different living experience, those researchers certainly had different opinions of practical wisdom. But all of them consistently acknowledged that it was important for teachers that practical wisdom had been playing a vital role in both teaching and professional developing. This research reviewed studies of Chinese and foreign scholars to explore and understand about practical wisdom with the literature research method, followed by asking that what the significance for teachers is and what the purpose for teaching is. Then there was an essence of kindergarten teachers’teaching practical wisdom told out, which is highlighting kindergarten teachers’lives meaning and also promoting children’s development. On the base of that essence, it was certain that teaching practical wisdom was a kind of knowledge or ability which was shaped during teaching activities in kindergarten, and was used to give guidance to children’s knowledge acquisition and personality formation. This kind fo ability could help kindergarten teachers organize teaching activities, deal with unexpected problems and reflect teaching progress better. In this research, kindergarten teacher’s teaching practical wisdom had six characteristics, which were practicality, creativity, generativeness, reflectiveness, tacitness and transferability. Kindergarten teachers’ teaching practical wisdom could be founded and increased when they positively understood, reflected and implement in teaching activities. After discussing the connotation, characteristics and philosophy of kindergarten teachers’ teaching practical wisdom, this research showed that there were three dimension of it, which were content, situation and localization. Meanwhile, teachers, children and events constituted a ternary structure. The use of kindergarten teachers’ teaching practical wisdom was that coordinating the real localization and situation with the ideal ones, and making a connection with teachers, children and events. It embodied as teachers’ education beliefs, creating teaching environment, design teaching activities and dealing with children’s individual events.Teachers’ teaching practical wisdom and their personal living experience were closely related. It was harvested through all sorts of calendar tries in their long-time life experience. It played a role as bridge between life and work, which connected those two parts together. Those two parts were as well developing, changing and rebuilding. Although there were a lot of ways for kindergarten teaching to found teaching practical wisdom, the most basic cycle of any structure was alway the "building-reflection-rebuilding". The progress of its developing could be divided into two stage:pre-serving training and in-serving developing. The author used the casr study method in this research, observing the teaching activities, choosing valuable cases, analyzing resent situation, and then put forward many suggestion about how to make it easy for kindergarten teachers to get or build teaching practical wisdom.更多还原