民族地区教师实践性知识的形成机制分析——基于甘肃W县某学校的个案研究  

Analysing the Formation of Teachers' Practical Knowledge in National Regions under the View of Life——Based on the Case Study of County W in the Minority Areas in Gansu

作　　者：杨瑞芬[1] 吴明海[1] 

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《民族高等教育研究》2013年第3期7-11,93,共5页Research on Higher Education of Nationalities

基　　金：全国教育科学"十一五"规划2009年度教育部重点课题(课题批准号:DHA090341)<民族地区乡村小学教师队伍建设问题研究>的阶段性成果

摘　　要：生活认识论背景下,知识的建构性、情境性、价值性日益凸显;民族地区教师的实践性知识注重知识形成的文化背景,尊重个体在生活中的际遇及其感悟和领会。W县阿语学校两位教师在生活场景中凝练着自身的实践性知识,其共同的宗教信仰、心灵深处的体验与沟通、环境美和人格美的熏陶成为其富有民族文化特色的实践性知识形成的核心要素。民族地区教师可以通过在生活场域中对空间的主动调整、时间的个人策划、生活状态的不断调整和平衡的交往关系的不断建构来自觉积淀并彰显个人的实践性知识,以期能提升民族地区教育质量。The constructiveness, situational and value character of the knowledge become increasingly promi- nent under the epistemological of life;The practical knowledge of teacher in national ＇regions pays attention to cultural background in which knowledge can be gain and respects for the individual experience in the life, comprehension and understanding. The two teachers who are the cases in the study in Arabic school in county W concise their practical knowledge in life scene. Their religious belief, experience and communication by heart, edifying by beauty of environment and the personality in common become the the core elements to form the rich national cultural characteristics of practical knowledge. The teachers in national regions can rebuild constantly the life space, personal time, living conditions, and balance the relationship to consciously accumulate and reveal personal practical knowledge, hoping to improve the quality of education in national regions.

关 键 词：生活认识论 民族地区 实践性知识 

分 类 号：G75[文化科学—教育学]