小学教师教学专长的构成研究  

Study on the Construction of Teaching Expertise of Primary School Teachers

作　　者：蔡永红[1] 申晓月[1] 王莉[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育学报》2015年第1期36-45,共10页Journal of Educational Studies

基　　金：高等学校全国优秀博士学位论文作者专项资金项目"教师专长及其对学生学业增长的影响"(项目编号:200707)成果

摘　　要：教学专长是教师基于个体知识、专业经验、对实践的反思和在反思基础上的创新活动而形成的有效解决教育教学问题的个人特征总和。采用常人方法学和胜任特征分析方法,对25名小学数学教师进行行为事件访谈和深度访谈,获得第一手资料。在文本转录的基础上,以扎根理论发现教学专长的概念,并初步形成关于教学专长构成的解释。结果显示,教学专长由知识结构、教学能力和专业发展能动性三个维度构成。Teaching expertise is the sum of the personal characteristics of effectively solving education-al and teaching problems.It is formed on the basis of teachers’individual knowledge,professional experi-ence,and reflection on practice and innovative activities based on the reflection.Using ordinary man meth-odology and competency analysis method,first hand data were collected through behavior event interviews and in-depth interviews with 25 primary school mathematics teachers.Based on the interview transcripts, we found the concept of teaching expertise by using grounded theory,and initially formed the explanation for teaching expertise construction.The results show that teaching expertise consists of three dimensions, including the structure of knowledge,teaching ability and professional development agency.

关 键 词：教学专长 常人方法学 胜任特征分析 专业发展能动性 

分 类 号：G421[文化科学—课程与教学论]