教师认识论与教师的教学专业成长  

Teachers’ Epistemology and Professional Development of Teaching

作　　者：李学农[1] 

机构地区：[1]南京师范大学强化培养学院

出　　处：《课程．教材．教法》2011年第3期93-98,共6页Curriculum，Teaching Material and Method

摘　　要：教师认识论是教师教学专业成长的重要研究领域。教师认识论的研究主要形成了三种取向：哲学取向、教育心理学取向和教师教育取向。教师教学专业成长的重要方面，是教师对教学知识的积累、掌握与运用。而教师认识论作为教学知识的知识，在教师教学专业知识积累、掌握与运用中起支配的作用。因此，在教师职前与职后的教育活动中，必须重视教师自觉认识论的形成．以促进教师的教学专业成长。Teachers＇ epistemology is an important research area of teachers＇ professional development.The research of leacher epistemology has mainly formed three kind of orientations, the philosophy orientation, the educational psychology orientation and the teacher education orientation. The important aspect in professional development of teaching is the teaching knowledge accumulation, mastery and application. Teachers＇ epistemology is the knowledge of teaching knowledge , so it is important for professional development of teaching. In teacher training, we must pay much attention to teachers＇ epistemology to promote teachers＇ professional development.

关 键 词：教师认识论 教学知识 专业成长 

分 类 号：G65[文化科学—教育学]