【作者】 张涛；

【导师】 程凯；

【作者基本信息】 河南大学 ， 教育学原理， 2008， 硕士

【摘要】 教学经验是指教师个体在经历与体验具体的日常教育教学实践中获得的知识或技能以及教育教学实施中所形成的规律性方法的总结,它是在一定的教学理论的指导下教师的长期教学实践活动的升华与结晶。结合布迪厄的场域和惯习的理论可以对教学经验做进一步认识:从静态的角度来说,教学经验是教师个体在日常教育实践过程中所形成的认识与行动图式,是一种被建构化了的结构(structured structure)(布迪厄);从动态的角度来说,教师的教学经验系统是教师在自身的日常教育实践中,通过学习、交流与实践,不断反思、体悟被塑造与生产,是一种建构中的结构(structuring)。论文对这一问题进行研究,有着重要的现实意义和理论价值。现实意义:第一、教学经验对改进教师教育教学具有十分重要的意义,是促进教师专业发展的基石。教师的教育教学活动基本上是自己的多年的教学经验操作的过程,是他们的教学经验不断地积累、创新和持续生成的结果。他们的学科文化知识以及教育理论都会在教育教学实践中内化为他们的教学经验。第二、教学经验能使教师在课程改革中有所作为。教师的教学最主要、也最直接的方式就是对课程的操作,教师的教学不仅仅是按照国家对课程的要求与限制去复制课堂教学,在他的课堂教学中结合了他多年的教学经验。因此具有丰富教学经验的教师参与课程改革与实施也是现实的使然。第三、通过对教学经验实然状况的调查分析,可以反映出这一民间教学方式真实形态,分析利弊,从而能更好指导教学经验的生成。所以,关注教师的教学经验具有重大现实意义理论价值:对教学经验的研究是有别于以往教育教学研究一味追求“宏大理论”的叙述方式的一个研究范式,顺应了当今教育研究关注教师个人生活,从其教学实践中研究民间教育学的意蕴,是对教育研究话语转换需求的积极回应,顺应了研究的潮流。所以,研究教师的教学经验具有重大的理论价值。从总体上看论文遵循着是什么、为什么和怎么样的认识路线。力求从教师教学经验的实践论、本体论和认识论层面进行勾画。具体分为六个部分:第一部分前言,介绍有关教学经验研究的现状、缘由及思路。第二部分教学经验的概述,概括性地对教师教学经验进行认识,从而在内涵、特征、结构上对其有基本的了解。第三部分教学经验的多纬透视,从经验哲学、解释学、后现代思潮、教育学等对多个纬度妄图找到教学经验的理论根源。第四部分教学经验的实然状况调查,对教学经验在教师教学实践中的实然形态进行考察分析,试图通过实践调查了解教学经验在教师教学实践中的价值所在以及在存在的问题。第五部分教学经验的价值认识,分别从教师专业成长、课程改革、教育研究方面解释教学经验的价值所在。第六部分提升教学经验价值的构想,分别从教师个人、学校、教师教育机构、教育研究几个角度进行如何才能更好地发挥教学经验的作用。总的来看,论文的第一、二、三部分是从理论上切入,第四部分是从实践上分析,第五、六部分是理论和实践的一个交融。更多还原

【Abstract】 Teacher’s teaching experience mainly refers to the daily teaching experience of the individual teacher and the accessed knowledge or skills as well as the regular method in the implementation of teaching, which is the sublimation of teacher’s long-term teaching practice with the guidance of some teachering theories. We can get a further understanding of teacher’s teaching experience with Bourdieu’s theory of field and habit: from the perspective of static, teaching experience is the understanding and action plans formed in teacher’s daily teaching practice, which is a structured structure; from the perspective of dynamic, teacher’s teaching experience comes from the study, communication, practice, reflection and understanding of his daily education practice, which is a structuring structure.This study has an important practical significance and theoretical value.Practical significance: first, teacher’s teaching experience is important to better teacher’s teaching, which is the basis of teacher’s professional development. Teacher’s teaching activities is basically the process of his own teaching experience and the result of his teaching experience accumulated. Their disciplinary knowledge and educational theory will be internalized as teaching experience in his teaching practice. Second, teacher’s teaching experience can make him do something in curriculum reform. The most important and direct way of teacher’s teaching is the operation of curriculum. Teacher’s teaching not noly duplicates classroom teaching in accordance with the national requirement, but also combines with his teaching experience in his classroom teaching. so, the teacher of rich teaching experience participating in the curriculum reform and implementation is realistic. Third, the investigation and analysis of teaching experience state can reflect the true morphology of this folk teaching methods, which will better guide the formation of teaching experience. Therefore, concerning teacher’s teaching experience is of great practical significance.the oretical value: this study of teacher’s teaching experience is different from the previous research and complies with the current educational research concerning teacher’s personal life. It researches folk pedagogical implication from teacher’s teaching practice, which is a positive response to education research discourse conversion. Therefore, this study is of great theoretical value.This study follows the realization route of what, why and how and sketchs out from the level of practice theory, ontology and epistemology.It mainly includes six parts: part one is a preface which introduces the status, origins and ideas on teaching experience.Part two is a general outline of teacher’s teaching experience which gives us a brife understanding of its content, features and structure.Part three is a multi-dimensional perspective of teacher’s teaching experience which tries to find out its theoretical roots from philosophy, hermeneutics, post-modern ideas, pedagogy and so on. Part four is about investigations and a case analysis of teacher’s teaching experience in teaching practice which analyses the morphology of teacher’s teaching experience in teaching practice, trying to learn about the value and improper practices of it. Prat five is about value cognition of teacher’s teaching experience which reevaluates the value of teacher’s teaching experience from the respective of teacher’s professional growth, curriculum reform and education research. Part six is about strategy constructing of enhancing teaching experience which expands from the respective of teacher himself, schools, teacher education institutions and education researchers.Overall, part one, two and three of this study incisive theoretically and part four analyses from the practice, while part five and six blend the theory and practice.更多还原