教学知识工程化:一个理论见之于实践的研究领域  

Pedagogical Knowledge Engineering:A New Domain of Pedagogical Theory Applied to Instructional Practice

作　　者：李志厚[1] 王嘉毅[2] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]西北师范大学,甘肃兰州730070

出　　处：《教育理论与实践》2009年第10期35-38,共4页Theory and Practice of Education

基　　金：2008年度教育部人文社会科学项目"教学临界阈的理论与实验研究"(项目编号:08JA880024)的阶段性成果之一

摘　　要：教学知识是教师关于课程、教学及其实施方略的学问。每个教师都会具有一定类型和数量的教学知识。当一名教师拥有满足其工作所需的教学知识并能够运用到课堂教学实践时,才可以说教师获得了专业发展,而这种发展高低有赖于教师教学知识工程化的程度。教学知识工程化的实质是教学知识的应用和可操作化,它是形式化和结构化的教学知识在特定情境产生其功能,其目的是为了发展教师的教学判断力和实践力。教学知识工程化是教学论超越单纯的理论形态走向实践应用的桥梁,是教学理论实践化和教学实践理论化的中介,是教学理论走向教学实践的关键点。Pedagogical knowledge is what teachers know about curriculum implementing strategies. Every teacher has a quantity of pedagogical knowledge of a and instruction as well as the certain sort. When a teacher has the knowledge which can meet his/her teaching needs and can also apply it to the teaching work, we can say that he/ she has already gained the professional development, which is dependent on the degree of a teacher＇s pedagogical knowledge engineering. The pedagogical knowledge engineering means that a teacher makes an analysis of the teaching conditions for the attainment of objectives based on some teaching concepts and knowledge and then flexibly carries out the presupposed plans which can produce some effects. The essence of these teaching activities and the teaching process is the application and operation of the pedagogical knowledge, which is actually the formal and structural knowledge that plays its function in a specific situation with the aim of improving teachers＇ ability to make judgment and practice. Pedagogical knowledge engineering is a bridge between theoretical ideas and practical application in teaching and learning. Besides, it is also a medium from theory to practice and conversely from practice to theory, and also the key for the teaching theory to be applied to the teaching practice.

关 键 词：教学知识 教学知识管理 教学知识工程化 知识生态学 工程思维 

分 类 号：G42[文化科学—课程与教学论]