|本期目录/Table of Contents|

[1]姚秀点,黄一帆.职前幼师实践性知识构成要素特征及其运作机理——基于扎根理论的研究[J].集美大学学报(教育科学版),2025,26(06):90-101.
　YAO Xiudian,HUANG Yifan.Systematic Characteristics and Operational Mechanisms of the Constituent Elements of Pre-service Kindergarten Teachers Practical Knowledge:A Grounded Theory Study[J].Journal of Jimei University(Education Science Edition),2025,26(06):90-101.
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职前幼师实践性知识构成要素特征及其运作机理——基于扎根理论的研究(PDF)
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第26卷
期数:
2025年06期
页码:
90-101
栏目:
教育心理研究
出版日期:
2025-12-17

文章信息/Info

Title:
Systematic Characteristics and Operational Mechanisms of the Constituent Elements of Pre-service Kindergarten Teachers Practical Knowledge:A Grounded Theory Study
作者:
姚秀点1; 黄一帆2
（1.集美大学师范学院，福建 厦门 361021；2.湖北师范大学教育科学学院，湖北 黄石 435002）
Author(s):
YAO Xiudian1; HUANG Yifan2
（1.College of Teacher Education,Jimei University,Xiamen 361021,China;2.Hubei Normal University College of Education of Education Science,Huangsha 435002,China）
关键词:
职前幼师; 实践性知识; 扎根理论
Keywords:
pre-service kindergarten teachers; practical knowledge; grounded theory
分类号:
-
DOI:
-
文献标志码:
A
摘要:
教师实践性知识是教师专业发展的一个核心问题。聚焦职前幼师实践性知识体系，结合扎根理论，通过教育实习行为表现分析，探讨其构成要素特征及其运作机理。研究发现，职前幼师实践性知识由“自我知识”“活动内容知识”“孩子知识”和“活动实施策略知识”四个核心要素构成的动态体系。该体系受中国文化中“依互自我”概念的影响，旨在回应社会文化期待下教师对自我存在感的需求。在这一体系中，“自我知识”是枢纽，与其他要素交互维持体系动态平衡。然而，该体系存在局限：“自我知识”的社会期待导向导致“活动内容知识”的内涵趋于单一化；以“活动内容知识”为标准来理解儿童，使得“儿童知识”的客观性不足，进而削弱“活动实施策略知识”的有效性，并强化了“自我知识”的消极倾向。基于此，研究提出优化路径：强化“自我知识”核心地位，注重要素动态关联；建立系统反思机制，优化知识结构；丰富理论知识储备，完善实践性知识。
Abstract:
Teachers’ practical knowledge is a core issue in the professional development of educators.This study focuses on the practical knowledge system of pre-service kindergarten teachers.Using grounded theory and analyzing teaching internship behaviors,it explores the characteristics of its constituent elements and their operational mechanisms.The research finds that pre-service kindergarten teachers’ practical knowledge is a dynamic system composed of four core elements:“Knowledge of Self,” “Knowledge of Content,” “Knowledge of Children,” and “Knowledge of Strategy.” This system is influenced by the concept of “interdependence self-construal” in Chinese culture,aiming to address the need for a sense of self-existence among teachers under socio-cultural expectations.Within this system,“knowledge of self ” serves as the hub,interacting with other elements to maintain the dynamic balance of the system.However,the system has limitations:the social expectation orientation of “Knowledge of Self ” leads to a simplified understanding of “Knowledge of Content”;understanding children based on “Knowledge of educational content in activities” as a standard results in insufficient objectivity in “knowledge of children,” thereby weakening the effectiveness of “knowledge of instructional strategy ” and reinforcing the negative tendencies of “knowledge of self.” Based on these findings,the study proposes optimization pathways:strengthening the core position of “knowledge of self” and emphasizing the dynamic interconnections among elements;establishing a systematic reflection mechanism to optimize the knowledge structure;and enriching theoretical knowledge reserves to improve practical knowledge.

参考文献/References:

相似文献/References:

[1]周仕荣,刘小辉.从师范生学教角度审视顶岗实习[J].集美大学学报(教育科学版),2014,15(03):15.
　ZHOU Shi-rong,LIU Xiao-hui.Reviewing Post Practice from Student Teachers’ Learning to Teach[J].Journal of Jimei University(Education Science Edition),2014,15(06):15.

备注/Memo

备注/Memo:
更新日期/Last Update: 2025-12-23