教师实践性知识培育之理论反思及革新  

Theoretical Reflection and Innovation of Teachers’ Practical Knowledge Cultivation

作　　者：杨娟 Yang Juan(School of Law and Political Science of Guangdong Ocean University,Zhanjiang 524088,China)

机构地区：[1]广东海洋大学法政学院,广东湛江524088

出　　处：《成都中医药大学学报（教育科学版）》2022年第1期86-90,共5页Journal of Chengdu University of Traditional Chinese Medicine:Educational Science Edition

基　　金：安徽省高校教学质量工程重点项目“思政课教师教学实践性知识培育与转化研究”(NO.2019szjy025)

摘　　要：教师实践性知识是一种默会知识,本质上是个体经验知识。我国现行教师实践性知识培育的理论研究与实践分离,无力指导实证研究。域外相关实证研究已经实现了理论指引下的学科化、个性化。放眼未来,我国培育教师实践性知识,既需要教育体制和教学制度上的变革,也需要激活一线教师的意向性觉知。Teacher’s practical knowledge is a kind of tacit knowledge which is essentially individual experience knowledge.The current theoretical research and practice separation of teacher’s practical knowledge cultivation in China is incapable of guiding empirical research.The relevant empirical research outside the domain has achieved the discipline and individualization under the guidance of the theory.For future,China’s cultivation of teachers’practical knowledge requires both the reform of the education system and the teaching system,as well as the activation of the intentional awareness of practical teachers.

关 键 词：教师实践性知识 教育思维 教育体制 意向性觉知 

分 类 号：G451[文化科学—教育学]