经验与成长——课程改革背景下教师个人教育观念的叙事研究  

Experience and Development——Story of Narrative Research on a Teacher's Educational Concept under Curriculum Reform

作　　者：叶波[1] 

机构地区：[1]四川师范大学教师教育学院

出　　处：《天津师范大学学报（基础教育版）》2016年第1期26-31,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：四川省哲学社会科学重点研究基地--四川省教师教育研究中心立项课题"教师教育课程实践转向的知识基础研究"的阶段性成果(TER2015-001)

摘　　要：教师的个人教育观念对于课程改革的顺利推行具有积极的意义。教师教育观念的内隐性和叙事研究的独特取向,决定了对教育观念展开叙事研究的适切性与可行性。通过对一位高中语文教师的叙事研究,在概括其行为惯例的基础上,推论其背后所隐含的教育观念,探讨影响教师教育观念形成的因素,指出重要他人、作为师范生的经历、行动与反思及课程改革氛围是影响教师教育观念形成的主要因素。The teacher＇s educational concept is of positive significance to the new curriculum reform. The implicitness of teacher＇s educational concept and the unique orientation of the story of narrative research make narrative research of the teacher＇s educational concept applicable and feasible. Based on the story of narrative research method,this article takes a Chinese teacher of middle school as the case,summarizes her routine behaviors,infers the implicit educational concepts,discusses the factors which influence the forming of teacher＇s educational concepts and points out that the significant other,the experience as pedagogic student,reflective action and the environment of curriculum reform are the major factors that have an impact on the teacher＇s educational concepts.

关 键 词：教育观念 经验 教学反思 叙事研究 

分 类 号：G635.1[文化科学—教育学]