实习生对理论性知识的认识及其对职前教师教育的启示

Student Teachers'Perceptions of Theoretical Knowledge in Field Experience and Its Implication for Pre-service Teacher Education

本研究通过对14名实习生的访谈,了解了他们经历实习后对大学所学理论性知识作用的实际认识。研究将理论性知识分为三类:学科内容知识、教育方法类知识、教育原理类知识。访谈发现:实习生普遍认同学科内容知识的价值;关注教育方法类知识但大多不能从大学的学习中受益;本科生对教育原理类知识的价值认可度低,硕士生的认可度相对较高。可见,教育原理类知识和方法类知识更易和实践脱节,但这种脱节并非不可避免。大学和中小学在教师培养过程的沟通与合作、实习生本人的反思意识与能力以及对不同理论性知识的合理定位,对沟通教育理论和实践具有重要作用。

This paper presents an interview study of 14 student teachers＇ perceptions of theoretical knowledge in the field experience. There are three kinds of theoretical knowledge in the research ： subject matter knowledge, educational methods knowledge and educational principle knowledge. The results are as follows： all student teachers regard subject matter knowl- edge as a very important part for their teaching; they also think educational methods knowledge is useful for teaching and managing, however, few of them can benefit from their former learning of the knowledge in normal colleges ; the undergradu- ates don＇t attach much importance to educational principle knowledge, while postgraduates think it highly important. The conclusion is that the gap of educational theory and practice exists indeed, but it can be bridged. Three factors play important role in the bridging of theory and practice, including the cooperation of normal colleges and elementary schools in training pre-service teachers, the student teacher＇ s ability of reflection and proper orientation in theoretical learning.