捕捉教师的实践性知识  

Capturing Teachers' Practical Knowledge

作　　者：刘慧霞[1] 

机构地区：[1]清华大学附属中学,北京100084

出　　处：《北京大学教育评论》2008年第1期106-110,共5页Peking University Education Review

基　　金：北京市"十一五"重点教育科研课题"教师实践性知识研究"(AIA06135)。

摘　　要：教学经验是教师对教学经历的自我解释,当这个解释上升到可称之为反思的理性思考阶段、并形成具有一般性指导作用的教师教学的价值取向时,教学实践性知识就产生了。因其个性、内隐、缄默的性质,增大了研究的难度。然而实践性知识是与教师、学生、教材关系最密切的应用性知识,对它的研究充满现实意义。Teaching experience is an interpretation of teachers' work by teachers themselves.When this interpretation enters the stage of reflective reasoning and becomes general guiding values for their teaching,teachers' practical knowledge for teaching comes into being.Due to its particular, implicit and tacit nature,teachers' practical knowledge is very difficult to research.However,this kind of knowledge is applicable and most closely related to teachers,students and teaching materi- als.Therefore,researching teachers' practical knowledge has abundant realistic implications.

关 键 词：经验 实践性知识形成 教学实践力 

分 类 号：G451[文化科学—教育学]