摘要
通过理论研究和实证分析,揭示技术反思、实践反思和批判反思三种不同类型的反思对师范生实践性知识生成的重要作用,发现教育实习前后,指导教师、师范教育与实习场景、学生特质、受教经验等因素对师范生实践性知识的生成产生影响,从而建构师范生实践性知识生成的内在机制,归纳师范生习得实践性知识的两种方式。师范生应借助反思,充分利用实践性知识生成的两种方式来发展实践性知识,在试讲等模拟教学中创建相对真实的课堂情境而发展实践性知识,教师教育应变革教学方式帮助师范生发展实践性知识。
Through theoretical research and empirical analysis,this paper reveals the role of technical reflection,practical reflection and critical reflection in the generation of practical knowledge of normal students.It finds that before and after educational practice faculty,teachers,normal education and practice scenes,students'characteristics,education experience and other factors have an impact on the generation of practical knowledge of normal students,and constructs the generation mechanism of practical knowledge of normal students,It concludes two ways for normal students to acquire practical knowledge.The research suggests that normal students should make full use of the two ways of generating practical knowledge to develop practical knowledge with the help of reflection,create a relatively real classroom situation in simulated teaching such as trial teaching to develop practical knowledge,and teacher education should change teaching methods to help normal students develop practical knowledge.
作者
潘国文
Pan Guowen(Hunan Academy of Education Sciences,Changsha 410005)
出处
《当代教育论坛》
北大核心
2023年第4期91-97,共7页
forum on contemporary education
基金
湖南省“十四五”规划教育科学研究基地(普通高等教育研究)省级重点资助课题(编号:XJK22ZDJD41)的阶段性研究成果。
关键词
师范生
教师实践性知识
生成机制
教育实习
normal student
teacher's practical knowledge
generative mechanism
teaching practice