论个人化教育知识及其建构  

Personal Educational Knowledge and Its Construction

作　　者：朱小蔓 严开宏[2] 

机构地区：[1]联合国教科文国际农村教育研究与培训中心,北京100875 [2]南京晓庄学院教育科学学院,江苏南京211171

出　　处：《南京晓庄学院学报》2009年第4期40-46,共7页Journal of Nanjing Xiaozhuang University

摘　　要：教师的培养与发展是构建个人化教育知识的过程。这个命题关乎现代社会中日益发生的知识与人的分离、认识与伦理的分离。教育学知识是独立于个体经验的理论知识,教育知识是本原在主体之中的实践知识,是高度个人化、德性化的知识。实践乃是善的实现活动,指导教育知识的是实践的、反思的认识旨趣。区别于普遍性的知识,个人化教育知识具有经验与反思的品质,情境与情感的品质,内在与多元的品质,意向与规范的品质。区别于理论知识的可教性,个人化教育知识是做了才有的知识,是不断增长的教育经验,它是个体在实践过程中整合而建构出来的知识。无论是职前还是职后教师教育,这一建构过程依赖于广义的教学做合一,实践性学习是其基本的学习方式。The teacher's cultivation and development is the process of constructing personal knowledge of education.This topic is concerned with the separation of knowledge and person,and the separation of understanding and ethics in the modern society.Knowledge of education is of theoretical knowledge independent of individual experience,with the nature of individuality and virtue.Practice is activities of virtue.Different from universal knowledge,personal knowledge of education has intrinsic,multivariate,intentional and regulating quality apart from the quality of experience,reflection,context and emotion.Theoretical knowledge is learnable,while personalized educational knowledge can only be obtained from practice from increasingly growing educational experience.It is the knowledge integrated and constructed in the process of practice.The constructing process in both pre-career training and post-career training depends on the 'trinity of teaching,learning and doing'.Learning through practice is the basic form of learning.

关 键 词：教育知识 实践 个人化 教师教育 

分 类 号：G451.2[文化科学—教育学]