中文摘要
职前教师的实践能力培养是一个既传统又新鲜的话题。传统的职前教师培养主要以学校教育为主，穿插实习等实践活动提高其实践能力。尽管近年来对职前教育的研究较多，但职前教师走上教师岗位后面临的种种困境仍然没有改善，职前教师间合作性差，实习环节中师徒制模式的局限性以及学校教育中实践性课程的缩减都严重影响了职前教师能力的发展。高校怎样进行改革，促进职前教师实践能力的发展成为了教师发展中亟待解决的问题。社会建构主义是一个正在发展并逐渐完善的理论，其合作互动、学习共同体、关注情境等观点对职前教师的培养有指导与借鉴意义。因此，本研究试图以社会建构主义为理论工具，围绕职前教师实践能力，探讨当前学校教育如何更新和改造教师培养体系，以提升职前教师实践能力与综合素质的发展。
本研究的第一章是社会建构主义的理论概述。首先对社会建构主义的理论进行了梳理，介绍了社会建构主义的起源与发展，并对其教学思想进行解读，阐述了其核心观点与教学模式，为下文分析解决问题提供了理论依据。
本研究的第二章是职前教师实践能力概述。分别从职前教师实践能力的分类构成、特点及形成过程做了具体阐述。明确指出教师的实践能力不仅包含教学维度，同时包含道德品质、人格素养等自身发展维度，是一个不断参与共同体活动、反思重构的过程，这既指出了职前教师培养过程中反思的巨大作用，也指出了职前教师实践能力培养的基本路径。
本研究第三章通过访谈与文献整理，对当前职前教师实践能力的培养进行了考察，并从社会建构主义的视角对问题进行了分析。笔者选取了多名新手教师及在校生作为访谈对象，并对最具代表性的三名教师进行了详细访谈与记录，总结了当前职前教师实践能力的影响因素，并根据社会建构主义的理论框架，对当前职前教师实践能力在培养中存在的问题进行逐一分析。
本研究第四章从社会建构主义视角入手，分别从课程、制度、实施及教师队伍四方面提出了对职前教师实践能力培养的策略，包括关注个体体验，在实践性课程中发展教学能力；融合综合课程，拓宽职前教师通识知识的广度；职前教师实践能力培养的制度支撑；建立跟踪档案，更新考核评价体系；师徒制的探索与突破；建立实践基地，促进职前教师实践能力梯度发展；创设学习共同体，跨越最近发展区的合作之路，以培养反思型教师等建议。
在文章结尾处，简单总结了本研究的创作思路与历程，指出了研究的创新与不足之处，期待将这些不足与遗憾转化成前进的动力，为今后进一步的研究指明方向。
关键词：社会建构主义；职前教师；实践能力
Abstract
Pre-service teachers' practical ability training is both a traditional and a new topic. Thetraditional pre-service teacher's training is mainly composed of school education, interspersedwith internships and other practical activities to improve their practical ability. In recent years,there have been many studies on pre-service education, but various difficulties that pre-serviceteachers face after they take teaching positions still get no improvement. The poor cooperationbetween pre-service teachers, the limitation of the tutorial system, and the lack of practicalcourses in school education will seriously affect the development of pre-service teachers. How toreform in colleges and universities to promote the development of pre-service teachers' practicalability has become an urgent problem. Social constructivism is a growing and graduallyimproving theory, the views such as the cooperative interaction, learning community andfocusing on situations have a guiding and referential significance to the training of pre-serviceteachers. Therefore, the study attempts to use the social constructivism as theoretical tool,focusing on the practical ability of pre-service teachers, to explore how to update and reformteacher's training system in the current school education, in order to enhance the development ofpre-service teachers'practical ability and comprehensive quality.
The first part is the study of theoretical basis. It generalizes the social constructivist theory,then introduces the origins and development of social constructivism, interprets the teachingideas and describes its key points and teaching patterns, so as to provide a theoretical basis toanalyze and solve the problems below.
The second part is a summary of pre-service teachers' practical ability. Firstly, it elaborateson the classification, characteristic and forming process of the pre-service teacher's practicalability. In addition, it points out that teachers' practical ability not only contains teachingdimension, but also include such as the moral character and personal quality, which is a processof constantly engaging in the community activities, reflecting on and reconstructing. Therefore,not only it indicates the large role that reflection plays in the process of pre-service teachers'
training, but also points out the basic approach to the training of pre-srevice teachers' practicalability.
This study in the third chapter examines the current training of pre-service teachers'
practical ability through interviews and literature, and analyzes the problems from theperspective of social constructivism. Many novice teachers and students were selected asinterview subjects, and the three most representative teachers were selected for detail interviews.
The study summarizes the influence factors of current pre-service teachers' practical ability, andanalyzes the present problems in the practical training of pre-service teachers based on socialconstructivism theory framework.
The fourth chapter of this study bases on the perspective of social constructivism, putforward the strategy of pre-service teachers' practical ability training, which contains curriculum,system, implement and teachers troop. Firstly, we should pay attention to teachers' individualexperience and develop their teaching skills in the practical courses; Secondly, we can increasethe comprehensive curriculum to broaden their general knowledge; And then, governments havea duty to set up the system to guarantee the pre-service teachers' practical ability training;Fourthly, it can establish archives and update the inspection appraisal system, and also exploreand break through the tutorial system; What's more, it is necessary to establish practice bases, sothat we can accelerate the gradient development of pre-service teachers' practical ability; At last,teachers should create learning communities and go through the cooperation of zone of proximaldevelopment, in order to cultivate reflective teachers.
Finally, the research points out the creative process and the shortage of this study, and looksforward for further research in the future.
Key words: social constructivist theory, pre-service teacher, Practical ability
目录
中文摘要……I
Abstract……III
引言…… 1
一、研究的缘起及意义…… 1
（一）研究的缘起…… 1
（二）研究意义…… 2
二、文献综述…… 3
（一）国外相关研究情况…… 3
（二）国内相关研究情况…… 5
三、研究思路…… 8
四、研究方法…… 9
第一章 社会建构主义的理论概述…… 10
一、社会建构主义的产生与发展…… 10
（一）早期先哲思想…… 10
（二）建构主义发展的近代萌芽…… 10
（三）建构主义的话语分流：从个体建构到社会建构……11
二、社会建构主义的教学思想解读…… 13
（一）社会建构主义的主要观点…… 13
（二）社会建构主义的教学模式…… 15
第二章 职前教师实践能力概述…… 17
一、相关概念界定…… 17
（一）职前教师…… 17
（二）实践能力…… 17
（三）教师实践能力与实践性知识…… 18
二、职前教师实践能力的分类构成…… 19
（一）有关教学维度的能力…… 19
（二）有关教师自身发展维度的能力…… 19
三、教师实践能力的特点…… 20
（一）差异性…… 20
（二）发展性…… 20
（三）实践性…… 21
（四）情境性…… 21
四、职前教师实践能力的形成过程…… 21
（一）职前教师教育教学取向的能力形成…… 21
（二）职前教师自身发展取向的能力形成…… 23
第三章 社会建构主义视角下职前教师实践能力培养的考察与问题分析…… 24
一、职前教师实践能力培养的考察…… 24
二、社会建构主义视角下职前教师实践能力培养存在的问题…… 31
（一）对情境关注度的缺乏…… 31
（二）师徒制模式中的缺陷与受限…… 31
（三）对学习共同体的忽视…… 32
（四）片面的反思式学习…… 33
第四章 社会建构主义视角下职前教师实践能力的培养策略…… 35
一、创设多元化课程…… 35
（一）关注个体体验，在实践性课程中发展教学能力…… 35
（二）融合综合课程，拓宽职前教师通识知识的广度…… 36
二、完善制度建设…… 36
（一）职前教师实践能力培养的制度支撑…… 36
（二）建立跟踪档案，更新考核评价体系…… 37
三、优化教育实践活动…… 37
（一）从知识传递到全面参与：师徒制的探索与突破…… 37
（二）建立实践基地：促进职前教师实践能力梯度发展…… 38
四、加强教师队伍建设…… 39
（一）创设学习共同体：跨越最近发展区的合作之路…… 39
（二）反思：知识积累与人格塑造的生成机制…… 40
结语…… 42
参考文献…… 47
致谢…… 51
