基于扎根理论的教师个人知识生成路径探究  

Research on the Generation Path of Teachers'Personal Knowledge Based on Grounded Theory

作　　者：刘亚 赵建梅[1] LIU Ya;ZHAO Jian-mei(School of Education Science,Xinjiang Normal University,Urumqi,Xinjiang,830017,PRC)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《当代教育与文化》2021年第3期89-95,共7页Contemporary Education and Culture

基　　金：新疆维吾尔自治区高校科研计划项目“全面提升新疆民族教育质量的对策研究”(XJEDU2017Z004)阶段性成果。

摘　　要：教师个人知识观念在教师的专业生活中产生着重要作用。扎根理论研究方法论基于资料收集的广泛性、研究变量的生成性,将其方法论运用于教师个人知识探究中,可建构教师个人知识在实践中的生成路径,为研究者揭示教师个人知识与其教学实践之间的关系提供了借鉴。基于扎根理论的实证研究发现,教师个人知识的获得来源于个体在集体教研活动中能动性的发挥,个体知识的内容源于教师在具体教学情境中对个人专业知识的理解与运用。Teachers'personal knowledge concept plays an important role in teachers'daily education and teaching professional life.Based on the universality of data collection and the generation of research variables,the research methodology of Grounded-Theory is applied to the exploration of teachers'personal knowledge,which can construct the generation path of teachers'personal knowledge in practice and provide a reference for researchers to reveal the relationship between teachers'personal knowledge and their teaching practice.The empirical research based on the grounded theory finds that the acquisition of teachers'personal knowledge comes from the play of individuals'initiative in collective teaching and research activities,and the content of individual knowledge comes from the understanding and application of teachers'personal professional knowledge in specific teaching situations.

关 键 词：扎根理论 教师 个人知识 生成路径 

分 类 号：G451[文化科学—教育学] G625.1[文化科学—教育技术学]