| 小学教师实践性知识发展的叙事研究 |
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| 引用本文： | 李艳红.小学教师实践性知识发展的叙事研究[J].当代教育与文化,2017,9(1). |
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| 作者姓名： | 李艳红 |
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| 作者单位： | 天水师范学院 教师教育学院,甘肃 天水,741001 |
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| 基金项目： | 天水师范学院重点学科“陇东南农村基础教育研究”阶段性成果 |
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| 摘 要： | 教师实践性知识研究已成为研究者关注的热点，运用教育叙事，以一位小学教师为个案，从自我知识、学科教学知识、学习者的知识和情境知识等方面展示其实践性知识发展的真实状况。个人的教育信念、原有的受教育背景和生活经验、教学反思的意识、学习方式的转变和学校文化的创设等是影响小学教师实践性知识形成与发展的深层次原因。研究启示，教师实践性知识的生成离不开日常教学生活、教学反思以及教师学习共同体的建立。
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| 关 键 词： | 小学教师 实践性知识 叙事研究 |
A Narratiue Research on Development of Practical Knowledge of Primary School Teacher |
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| LI Yan-hong.A Narratiue Research on Development of Practical Knowledge of Primary School Teacher[J].Contemporary Education and Culture,2017,9(1). |
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| Authors: | LI Yan-hong |
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| Abstract: | Teachers'practical knowledge research has been a hot spot for investigators . A case of a primary school teacher , the real situation of practical knowledge's development was described with narrative research through self‐knowledge、 subject teaching knowledge , learner's knowledge and the situated knowledge .Individual education belief、 the original education background and life experience、teaching reflection consciousness、the changing learning style and the institution of school culture are the deep-seated reasons for primary teacher's practical knowledge formation and development .The research shows that the formation of teacher's practical knowledge can't do without their daily teaching life、teaching reflection and the establishment of teacher learning community . |
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| Keywords: | primary school teacher practical know ledge narrative research |
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