教育实习过程中师范生实践性知识初始阶段特征探析  

Features of Student Teacher's Practical Knowledge at the Initial Stage of the Practicum

作　　者：陈爽[1,2] 

机构地区：[1]华东师范大学外语学院,上海200241 [2]新疆师范大学外国语学院,新疆乌鲁木齐830054

出　　处：《外语与外语教学》2017年第4期34-41,共8页Foreign Languages and Their Teaching

基　　金：华东师范大学英语师范本科综合课程改革研究(2015-2017)项目资助

摘　　要：教育实习是师范生发展教师实践性知识的初始阶段,但是我们并不清楚师范生在教育实习中是如何获得实践性知识以及什么因素会影响实践性知识的生成。本研究采用定量和定性分析相结合的研究方法,调查师范生在教育实习过程中和指导教师的协助活动和学习体会,探讨实践性知识初始阶段的特征。研究发现,师范生需要依赖个人建构和指导教师调节的相互作用获得实践性知识。上课是师范生获得实践性知识的基础,并且教学流程最容易被师范生掌握,是实践性知识初始阶段的特征。Teaching practicum is generally considered to be the initial stage of the genesis of the teacher's practical knowledge. However,we knowvery little about howstudent teachers acquire practical knowledge during the practicum and what factors may influence its acquisition. This study adopts quantitative and qualitative methods to investigate the activities and learning experiences of student teachers in the process of practicum,and explores the characteristics of teacher's practical knowledge at the initial stage. The study has found that the genesis of practical knowledge begins with interaction between student teachers' construction and mentors' mediation.Teaching practice plays a fundamental role in the acquisition of practical knowledge and the procedural knowledge features to be acquired first by student teachers at the initial stage.

关 键 词：教育实习 师范生 教师实践性知识 

分 类 号：H319[语言文字—英语]