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实习数学教师专业素养的发展性评价研究

【作者】 陆珺

【导师】 鲍建生;

【作者基本信息】 华东师范大学, 课程与教学论, 2020, 博士

【摘要】 国内教育实习评价的现状是有“评”而无“价”;教师专业化要求职前教师的实践教学从关注技能转向关注素质;职前教师教育不能认识到教育实习能够且应该着意推进实习教师实践性知识的发展。这是本课题研究的三重背景。据此,本研究旨在开发实习数学教师专业素养的评价工具,探索发展取向的教学工作实习评价方法。本研究的三个研究问题是:如何评价实习数学教师的专业素养?如何评价实习数学教师专业素养的发展?如何用评价促进实习数学教师专业素养的发展?这决定本研究以促进行动区、发展性评价和反思性实践作为理论基础。本研究将教师专业素养解构为专业知识、专业行为和一个由信念、态度构成的支持系统,并简化表达为“应知”、“会做”和“愿持”,因此所评价且期望以评价促进发展的实习数学教师专业素养,是兼顾“应知”、“会做”和“愿持”的一个素养体系。在设计研究的方法论指导下,本研究着眼于实习评价概念框架中的两个主要要素:评价工具、评价方法,经历两者的开发、试用、修正三个研究阶段,最终“产出”自创的评价工具与方法。在评价工具与方法的开发阶段,本研究采用扎根理论的方式和访谈、文献两种方法,构建一个涵盖听评课、备课、上课三个项目的实习数学教师专业素养评价框架,而后析出各项目的评价细目。在评价工具与方法的试用阶段,本研究采用个案研究的方式和访谈、观察、实物分析三种方法,设计“结果反馈+提示”的干预措施,“九宫格”形式的阶段性评价报告和附带评价细目编码的全局性评价报告,以示例的形式阐述、分析试用结果,给出对三个研究问题的初步解答,并呈现一则完整的评价及干预案例。在评价工具与方法的修正阶段,本研究采用评价研究的方式和自我报告法、“独白式数据收集”两种方法,对访谈时间点、访谈提纲、“备课”评价细目和干预措施进行修正,得到修正后的实习数学教师专业素养、专业素养发展和促进专业素养发展的评价流程,即为相应的评价方法。而使用的评价框架,修正后的评价细目和访谈计划,设置的备选结果,设计的阶段性、全局性评价报告形式,构成实习数学教师专业素养、专业素养发展和促进专业素养发展的评价工具。结合评价工具与方法,获得对三个研究问题的解答。最后,基于一轮完整的设计研究过程和研究者身为“局外人”的见闻,本研究为实习评价、实习指导和实习保障三个方面带来若干启示。

【Abstract】 The current evaluation of domestic education practicum is an “evaluation” without “value”;The teacher professionalization requires the practical teaching of pre-service teachers to shift from focusing on skills to focusing on competency;The pre-service teacher education does not recognize that the education practicum can and should deliberately promote the practical knowledge development of student teachers.These are the three backgrounds of this research.Accordingly,the purpose of this research is to develop the evaluation tools of professional competency for mathematics student teachers,and to explore the evaluation methods of development orientation for teaching practicum.There are three research questions: How to evaluate the professional competency of mathematics student teachers? How to evaluate the professional competency development of mathematics student teachers? How to use evaluation to promote the professional competency development of mathematics student teachers? They determine that this research is based on the “Zone of Promoted Action”,developmental evaluation and reflective practice.This research deconstructs teachers’ professional competency into professional knowledge,professional behaviors and a support system consisting of beliefs and attitudes,simply expressed by “specialized knowledge”,“practical competence” and “insistent willingness” respectively.Therefore,the professional competency of mathematics student teachers which is evaluated and is to be promoted with evaluation is a competency system that takes into account the “specialized knowledge”,“practical competence” and “insistent willingness”.Guided by the methodology of design research,this research focuses on two main elements of conceptual framework of practicum evaluation: evaluation tools and evaluation methods,and experiences three stages of their development,trial and revision.In the end,it “produces” the selfcreated evaluation tools and methods.During the development stage of evaluation tools and methods,this research adopts the approach of grounded theory and the methods of interview and literature,constructs an evaluation framework of professional competency of mathematics student teachers,which includes three items: classroom observation and assessment,lesson planning and classroom teaching,then separates out the evaluation detailed catalogues for each item.During the trial stage of evaluation tools and methods,this research adopts the approach of case study and the methods of interview,literature and analysis of student teachers’ written documents,designs the intervention measure of “feedback plus reminding”,the periodic evaluation report of “Sudoku” form and the overall evaluation report with codes of evaluation detailed catalogues,expounds and analyzes the trial results in the form of examples,presents the preliminary solutions for three research questions and a complete case of evaluation and intervention.During the revision stage of evaluation tools and methods,this research adopts the approach of evaluation research and the methods of self-report and “monological date collection”,revises the interview time,the outline of interviews,the evaluation detailed catalogues of “lesson planning” and the intervention measure,then gains the revised evaluation procedures of professional competency,professional competency development,and promoting the professional competency development of mathematics student teachers.These are the corresponding evaluation methods.And,the used evaluation framework,the revised evaluation detailed catalogues and interview plans,the preset alternative results,periodic and overall evaluation report,constitute the evaluation tools of professional competency,professional competency development,and promoting the professional competency development of mathematics student teachers.In combination with the evaluation tools and methods,the solutions of three research questions are obtained.Finally,based on a complete process of design research and what the researcher saw and heard as an outsider,this research brings about some enlightenments for three aspects of practicum evaluation,practicum guidance and practicum assurance.

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  • 【网络出版投稿人】 华东师范大学
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