公费师范生实践性知识生成的个案研究

芫¹ 青薇¹ 韩喆¹ 刘徐迪¹ 王佳² 朱志勇¹

（1.北京师范大学 教育学部，北京 100875；2.北京师范大学附属实验中学，北京 100032）

【摘 要】通过研究12位大学本科四年级的公费师范生发现，公费师范生在教育实习中生成五种实践性知识：角色特质的知识、师生关系的知识、教学策略的知识、情境应对的知识和教育信念的知识。这些知识的生成具体体现在角色转变、教学理念、师生关系和课堂教学等方面，多种类型的实践性知识交织生成，最终指向公费师范生教育信念的形成。研究关注当前师范教育中教育实习对师范生实践性知识形成的重要影响，提出应通过增强实习反思、增加实践课程并构建实践共同体的方式进一步优化公费师范生的培养。

【关键词】教育实习；实践性知识；师范教育

Case Study on the Construction of Public-Funded Normal College Student Teachers’ Practical Knowledge

SUN Yan¹, QING Wei¹, HAN Zhe¹, LIU Xudi¹, WANG Jia² and ZHU Zhiyong¹

（1. Faculty of Education, Beijing Normal University, Beijing 100875, China;2. The Experimental High School Attached to Beijing Normal University, Beijing 100032, China)

Abstract: By interviewing 12 public-funded normal college student teachers in their fourth year of university study, five types of practical knowledge constructed during educational practice are found, including role traits knowledge, teacher-student relationship knowledge, teaching strategies knowledge, situational response knowledge, and educational beliefs knowledge, most of which are embodied in change of role, teaching philosophy, teacher-student relationship and classroom teaching. These types of practical knowledge intertwined and constructed in educational practice, ultimately lead to the formation of public-funded normal college student teachers’educational beliefs. It is suggested that public-funded normal college student teacher training should be further optimized by enhancing internship reflection, increasing practical courses and building practical communites.

Keywords: educational practice; practical knowledge; preservice teacher’s education

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