教师教育理论中的身体知识与实践认识论  

Embodied Knowledge and Epistemology of Practice in the Theory of Teachers' Education

作　　者：蒋开君[1] 施小龙[1] 

机构地区：[1]青海师范大学教育学院,青海西宁810008

出　　处：《教育理论与实践》2015年第3期34-37,共4页Theory and Practice of Education

基　　金：国家社会科学基金教育学一般课题<青海民族地区教师继续教育研究>(课题批准号:BMA130110)的研究成果之一

摘　　要：教师教育理论中的教师感受之知强调了身体在获得知识过程中的重要意义,纯形式的知识必须与身体的体验相结合才能使教师更好地行动。专业知识和学科知识只有在实践知识的推动下才可能成为师生间富有意义的智力活动。在实践认识论中,教师的身体知识和技能养育着教师智慧,而教师智慧又使得学科教学更加人性化,更具有人文性。教师在实践中建构属于自己的实践认识论。养成实践智慧的过程与形成理论的过程并行不悖。Teachers＇ pathic knowing in the theory of teachers＇ education emphasizes the importance of the body in the course of obtaining knowledge. The abstract knowledge has to be combined with the body experience as to help teachers act better. Professional and subject knowledge driven by practical knowledge will be able to be the intellectual activities with significance between teachers and students. In epistemology of practice, teachers＇ embodied knowing and skill nurtures teachers＇ wisdom. And teachers＇ wisdom makes subject teaching more humanistic. In practice teachers construct their own epistemology of practice. The course of culturing praxis wisdom is not contradicted with the course of theorizing.

关 键 词：教师教育 感受之知 身体知识 实践认识论 教师智慧 

分 类 号：G650[文化科学—教育学]