教学推理的意蕴与价值  

The Connotation and Significance of Pedagogical Reasoning

作　　者：赵冬臣[1] 马云鹏[2] Zhao Dongchen Ma Yunpeng(Faculty of Education, Harbin Normal University, Harbin Heilongjiang 150025, China Faculty of Education, Northeast Normal University, Changchun J ilin 130024, China)

机构地区：[1]哈尔滨师范大学教育科学学院,哈尔滨150025 [2]东北师范大学教育学部,长春130024

出　　处：《课程．教材．教法》2017年第1期113-118,共6页Curriculum，Teaching Material and Method

基　　金：全国教育科学"十二五"规划2011年度青年课题"优质课的特征及其推广过程中的影响因素研究"(EHA110357)

摘　　要：知识基础和教学推理是舒尔曼提出的关于教学专业发展的两个重要概念。教学推理是教师对学科知识进行教学转化的过程,它涉及理解、转化、实际的教学、评价、反思、新的理解等活动。知识基础是教学推理的前提条件,教学推理统领并促进教师知识的发展。教师教育应统整发展教师的教学推理能力与知识基础。发展教学推理能力是帮助教师学会教学的"授之以渔"之道。＂Knowledge base＂ and ＂pedagogical reasoning＂ are two key concepts about teaching professional development raised by Lee Shulman. Pedagogical reasoning is the process of teachers transforming subject content knowledge for teaching and learning, which involves comprehension, transformation, instruction, evaluation, reflection, and new comprehension. Knowledge base is a prerequisite for pedagogical reasoning which guides and promotes the development of teachers＇ knowledge. Teacher education should integrate the development of pedagogical reasoning and knowledge base of teachers. Developing teachers＇ capabilities of pedagogical reasoning is the strategy to help them learn to teach, which is analogous to teaching them how to fish rather than only giving fish to them.

关 键 词：舒尔曼 教学推理 知识基础 学科教学知识 教师教育 

分 类 号：G45[文化科学—教育学]