教师实践知识研究的反思与启示  

Reflection on Teacher Practical Knowledge Study and Its Enlightenment

作　　者：吕立杰[1] 

机构地区：[1]东北师范大学教科院,副教授博士长春130024

出　　处：《教育发展研究》2007年第11B期20-23,共4页Research in Educational Development

基　　金：全国教育科学"十五"规划重点课题"教师课程研究范畴与方法"(CHA050042);吉林省教育科学"十一五"规划重点课题"教师课程研究方法"(ZZ0033)的系列成果。

摘　　要：康纳利、科兰蒂宁以及舍恩之后,实践知识成为教师知识研究中的热点话题。实践知识研究的广泛性并不等于它已经解决了教师专业发展的路径问题。教师知识的特性需要重新审视,为此,我们要审慎对待教师反思,关注研究者与教师沟通的前提,并合理规划教师知识的研究方式。Pratical knowledge, after Connelly,Clandinin and Schon, has become a hot topic about teacher knowledge study. The wideness of practice knowledge study doesn＇t mean it has found the way for teacher＇s professional development. The characteristic of teacher＇s knowledge need be reviewed. We must treat teacher＇s reflection carefully, pay attention to the precondition of communication between researchers and teachers, plan and design reasonable ways for teacher knowledge study.

关 键 词：教师知识 实践知识 反思 

分 类 号：G451.1[文化科学—教育学]