学徒观察期的先入之见对师范生教师信念形成的影响——以学前教育师范生为例  

The Influence of Preconceptions in Apprentice Observation Period on the Formation of Teachers’Beliefs of Normal University Students—A Case Study of Students Majoring in Pre-school Education in Normal University

作　　者：宋朝冉 贺敬雯 SONG Zhao-ran;HE Jing-wen(School of Pre-school and Primary Education,Shenyang Normal University,Shenyang 110034,China)

机构地区：[1]沈阳师范大学学前与初等教育学院,辽宁沈阳110034

出　　处：《陕西学前师范学院学报》2021年第11期61-69,共9页Journal of Shaanxi Xueqian Normal University

基　　金：国家社会科学基金教育学青年课题(CHA200264)。

摘　　要：师范生在作为观察学徒时会积累大量基于自身认知的有关学与教的先入之见,这些先入之见对教师教育教学信念的形成有重要作用。本研究通过分析250份师范生的成长日志,对其学徒观察期的先入之见进行了考察,并选取16名师范生开展访谈,深入探究学徒观察期的先入之见对师范生教师信念形成的影响。研究发现:先入之见与师范生教师信念的形成具有直接关联性,同时也会阻抗教师信念的修正与更新,教师情感素质维度的先入之见对师范生的影响最为深刻。师范生要不断反思与检视自己的先入之见,从而形成正确的有关“学”与“教”的信念,以促进自身专业成长。As observation apprentices,normal university students will accumulate a large number of preconceptions about learning and teaching based on their own cognition,which play an important role in the formation of teachers’educational and teaching beliefs.Based on the analysis of 250 normal university students’growth logs,this study investigated their preconceptions during apprentice⁃ship observation period,and interviewed 16 normal university students to deeply explore the influence of preconceptions during the ap⁃prenticeship observation period on the formation of teachers’beliefs of normal university students.The results show that the preconcep⁃tions have a direct correlation with the formation of teachers’beliefs in normal university students,and also resist the revision and re⁃newal of teachers’beliefs.The preconceptions of teachers’emotional quality have the most profound impact on normal university stu⁃dents.Normal university students should constantly reflect on and examine their preconceptions to form correct beliefs about“learn⁃ing”and“teaching”so as to promote their professional growth.

关 键 词：学徒观察期 先入之见 师范生 教师信念 

分 类 号：G615[文化科学—学前教育学]