小學(xué)課堂突發(fā)情景應(yīng)對策略的隱性知識及其影響因素.pdf

1、獨(dú)創(chuàng)性聲明本人聲明所呈交的論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得寧夏大學(xué)或其它教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻(xiàn)均己在論文中作了明確的說明并表示了謝意。研究生簽名弓爽帆山孵t月叫日關(guān)于論文使用授權(quán)的說明本人完全了解寧夏大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即：學(xué)校有權(quán)保留送交論

2、文的復(fù)印件和磁盤，允許論文被查閱和借閱，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。同意寧夏大學(xué)可以用不同方式在不同媒體上發(fā)表、傳播學(xué)位論文的全部或部分內(nèi)容。(保密的學(xué)位論文在解密后應(yīng)遵守此協(xié)議J研究生簽名：，馬炎時(shí)間：b，絳，月叫日導(dǎo)師簽名：AbstractThedevelopmentoftacitknowledgeintheprocessofmonitoractivityofteachingplaysacrucialrol

3、eforteachersindealingwithunexpectedsituationsinclassesThegoodnessorbadnessofthedealingwithunexpectedsituationsnotonlyaffectsthegrowthanddevelopmentofstudents，butalsoinfluencestheefficiencyandqualityofteachingactivityThro

4、ughliteratureanalysis，interviewandopenquestionnaire，constructtheTacitKnowledgeQuestionnaireofElementarySchoolTeachers’CopingStrategiesaboutUnexpectedSituationsinClassesThepaperinvestigated362teachersfromShanghaiandNanyan

5、g，theresultsprovedthesuitabilityofexploratoryfactoranalysisSixcommonfactorsextractedandthetotalvarianceexplained54177％，thesixfactorsworenamedRetaliate，Escape，Legislate，ConsultDelegateandTrace201elementaryschoolteacherswe

6、retestedandverifiedthesixfactorsmodel，whichWasdrawnfromexploratoryfactoranalysisThevariousindexofsixfactorsmodelhasreachedtheacceptablelevelThequestionnaire’Scoefficientofintemalconsistency(∞is0895，andpartquestionnaire’S

7、is0793，ThequestionnairehasagoodreliabilityandvalidityTherefore，theTacitKnowledgeQuestionnaireofElementarySchoolTeachers’CopingStrategiesaboutUnexpectedSituationsinClassesCanbeusedasmeasuringt001Finallythisstudytook416pri

8、maryschoolteachersassamplestoascertainthedifferencesoftacitknowledgeofthecopingstrategiesofteacherswithdifferentlevelsofexperienceTheresuksshowedthatthereherearesignificantdifferenceinthefivedimensionsnamedRetaliate，Esca

9、pe，Legislate，ConsultandTraceTacitknowledgeaboutteachers’copingstrategiesinmonitoringactivitiesintheclassroomteachingunexpectedsituationhasnosignificantdifferencesingenderThisshowedthattacitknowledgeaboutcopingstrategieso

10、fprimaryschoolteachersinthechssroomteachingunexpectedsituationmonitoringactivitieswilldevelopedwiththeincreaseofteachers’experience，thedevelopmentoftacitknowledgeleadstotheformingofteachingexpertiseTherefore，theresearcho

11、fTacitknowledgeaboutteachers’copingstrategieginmonitoringactivitiesintheclassroomteachingunexpectedsituationcouldprovideatheoreticalbasisandguidanceforteachertrainingprogramsfornarrowingthegapbetweennoviceandexpertteache