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篇名 教师实践性知识的内涵剖析与研究展望
並列篇名 Connotation Analysis and Research Prospect of Teachers’ Practical Knowledge
作者 黄友初(HUANG You-chu) 、马陆一首(MA Luyishou)
中文摘要 教师实践性知识具有较强的内蕴性和情境性,导致了内涵和构成解读的多样化,研究价值也受到质疑,有必要对内在逻辑进行诠释与辨析。分析表明,教学实践经验反思是教师实践性知识生成的重要来源,但并非唯一来源,对理论性知识学习的反思、作为学生经历的总结和教学观摩的体会都会产生实践性知识;相较于类型,将实践性知识视为教师知识的一种形态更为贴切,它与理论性知识相互依存、相互渗透,从不同层面为教师教学实践提供知识支撑;教师实践性知识研究的方法还有待深化,应树立发展取向的实践性知识研究观,从细微入手,多种研究方法相结合,探索教师实践性知识的基本规律和主要特征,为教师教育提供必要参考。
英文摘要 Since teacher practical knowledge has much intrinsic and extrinsic nature, it leads to diversified interpretations of its connotation and composition, and the value of the research has been challenged as well. This research shows that the reflection of teaching practical experience is an important but not the only source of teachers’ practical knowledge. The reflection on learning of theoretical knowledge, the summary of students’ experience and the experience of teaching observation will produce practical knowledge. Compared with different types of knowledge, it is more appropriate to regard practical knowledge as a form of teacher’s knowledge. It is interdependent and inter-penetrated with theoretical knowledge, providing the knowledge support for teacher’ s teaching practice from different aspects. The research methods of teachers’ practical knowledge need to be deepened. Researchers should establish a development-oriented view of practical knowledge research, starting with subtlety, and exploring the basic laws and main characteristics of teachers’ practical knowledge under the mutual support of various research methods and rigorous re- search process, so as to provide necessary references for teachers’ education.
頁次 001-006
關鍵詞 教师实践性知识 教师反思 知识形态 发展取向 teacher practical knowledge teacher reflection the form of knowledge development orientation CSSCI
卷期 34:2
日期 202203
刊名 教師教育研究
出版單位 北京師範大學、華東師範大學、高等學校師資培訓交流北京中心