教师实践知识研究述评  

Research Review of Teacher Practical Knowledge

作　　者：向丽丽[1] 陈波涌 

机构地区：[1]湖南师范大学 [2]湖南省教育科学研究院

出　　处：《当代教育论坛》2016年第4期63-70,共8页forum on contemporary education

基　　金：湖南省教育科学"十二五"规划青年基金项目"湖南传统工艺美术资源在艺术设计教学中的应用研究"(项目编号:XJK014QGD008);湖南省教育科学研究院院级课题"中小学校本研训实践与研究"的成果之一

摘　　要：目前有关教师实践知识的研究主要从内涵、特征、内容、作用以及生成策略等方面进行。研究发现,教师实践知识是教师在教学实践活动中基于原有知识和经验,通过不断反思而形成的内隐知识,具有实践性、个体性、情境性、默会性、综合性、反思性等特征,是专业理论知识与教学技能知识的统一、个人生活经验与教学经验的统一、教学观与学生观的统一。教师实践知识促进教师教学发展与专业发展,同时促进学生学习方式转变。教师可以通过教学实践、教师培训、自我反思以及知识管理等手段获得实践知识。部分研究者对教师实践知识持赞同态度,同时少数学者坚持理论知识在教师知识中的核心地位。This paper is designed to study the connotation, characteristics, content, function, and generation strategy of teacher＇ s practical knowledge. By scanning the bibliography, it＇ s easy to find that teacher＇ s practical knowledge, during the course of teaching practice, based on the original knowledge and experience, is a kind of implicit knowledge shaped by constant reflection, beating practicality, individuality, situationality, tacitness, integrity, and reflectivity. It is the unity of professional theoretical knowledge and teaching skill knowledge, of personal living experience and teaching experience, and of teaching conception and students conception. Teacher＇ s practical knowledge to promote teacher＇ s teaching development, which promote student＇ s learning style changes and provides root material for teachers when designing their courses based on the teaching practice, thus pushing the development of teacher＇ s profession. Teacher can gain practical knowledge by teaching practice, training, self- reflection and knowledge management etc.However, not all learners stand by the side of teacher＇s practical knowledge, and few learners maintained that theoretical knowledge is the core of teacher＇ s knowledge.

关 键 词：教师实践知识 教学情境 个人经验 专业发展 述评 

分 类 号：G451[文化科学—教育学]