教育硕士生教学实践能力认知研究——知识整合教学视角

Study on Education Masters in Understanding Teaching Practice Ability:from the Perspective of Knowledge Integration Teaching

教育硕士生教学实践能力认知是教育硕士生对教学实践能力的基本概念、内在结构和发展策略等内容的理解和建构,其认知水平影响他们未来从教时对教学实践能力的外化程度。调研发现,教育硕士生对教学实践能力的认知存在碎片化和浅层化等问题。教学实践研究表明:知识整合教学“四步法”,即实施诱导想法、添加想法、辨识想法、反思和整理想法,能促进教育硕士生连贯化地认知教学实践能力。

Education masters cognition in teaching practice ability is the understanding and construction of the items of teaching practice ability in terms of definition,components and approaches,and the precondition of education masters presentation of teaching practice ability.The investigation shows that education masters are characterized by fragmentation and superficiality in the understanding of teaching practice ability.The four-steps of knowledge integration teaching,including eliciting ideas,adding ideas,distinguishing ideas,and reflecting and sorting out ideas,can provide a window for education masters to have a coherent and accurate understanding of teaching practice ability.