论教师职业的“去理论化”现象  

Reflection on the "De-theorization" Phenomenon of Teacher Profession

作　　者：刘旭东[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《教师教育研究》2006年第3期47-51,共5页Teacher Education Research

基　　金：全国教育科学"十五"规划项目(FHB011532)

摘　　要：教师工作具有浓重的知识背景。以往,制度化教育使教师在教学活动默认某种当然的理论,无视自身本有的“个人知识”。然而,随着时代的发展,教师职业越来越被认为是专业,凸现了教师是创造性的课程实施者的角色。为此,教师需要再概念。Teachers＇ work is largely based on knowledge. In the past, the systemized education made teachers give tacit consent to some ＂ undoubtable＂ theories in their teaching, and neglected their own ＂ personal knowledge＂ . However, with the development of society, teacher＇s occupation is more and more considered as a profession, protruding its creativity in carrying out curriculum, Therefore, we should rebuild the views on education, knowledge, teaching, teaeher＇s dignity and teaching time -space.

关 键 词：去理论化 教师职业 课程实施 教师教育 制度化教育 知识背景 

分 类 号：G650[文化科学—教育学] G451