教师的知识观及其行为表征  

Teachers' Concepts of Knowledge and Their Behavior Characterizations

作　　者：马成荣[1] 

机构地区：[1]江苏省教育科学研究院职业教育与终身教育研究所,江苏南京210013

出　　处：《江苏教育学院学报（社会科学版）》2012年第4期1-5,141,共5页Journal of Jiangsu Institute of Education(Social Science)

基　　金：江苏省高校哲学社会科学研究委托项目"当代教师核心价值观研究"(项目编号:2011SJA880001)

摘　　要：对知识的认识是整个教育教学活动的逻辑起点。伴随着人类社会的转型,知识的性质正从绝对真理向生成建构、价值无涉向价值关涉、知识分层向知识分类、普适知识向情境知识嬗变;受不同知识观的支配,教师在诸如课程结构和内容选择、知识转化与能力培养以及教师自身发展等实践性问题的认识和处理方式上有着不同的表征;而要实现教师行为表征的深层变革,必须从教师知识结构的重建这一源头性问题上寻求路向。The cognition of knowledge is the logical start point of the whole education and teaching activities.With the transition of the human society,the nature of knowledge is changing from absolute truth to knowledge construct,from value neutrality to value linkage,from knowledge hierarchy to knowledge classification,and from pervasive knowledge to situational knowledge.Whereas the diversity of the concepts of knowledge,teachers behave differently on the cognition and solutions of practical problems such as selection of curriculum structures and contents,transformation of knowledge,training of abilities as well as teachers' self-development.Hence,to achieve the in-depth reformation of teachers' behavior characterizations,a way must be sought from the source of the problem,i.e.reconstruction of teachers' knowledge structure.

关 键 词：教师 知识观 教学行为 

分 类 号：G451[文化科学—教育学]