教师PCKg的历史性生存意蕴  

A Probe of Historical Existence Connotation to Teachers' PCKg

作　　者：赵红灿[1] 李金齐[1] 

机构地区：[1]中国矿业大学马克思主义学院,江苏徐州221116

出　　处：《南通大学学报（社会科学版）》2017年第3期143-149,共7页Journal of Nantong University:Social Sciences Edition

基　　金：江苏省社会科学基金重大项目(04ZD010);江苏高校哲学社会科学研究重大项目(2014ZDAXM005);江苏高校哲学社会科学研究项目(2014SJD429)

摘　　要：现代性的理性取向、主体性取向及基于理性—主体性的历史性取向,投射下理性的认识论知识观、主体性的存在论知识观和历史性的生存论知识观哲学映像,塑造着教师追求自由的各异的知识生存样态。教师的学科教学认识PCKg体现了主体建构性、实践生成性、情境依存性和逻辑完整性的历史性原则,能够有效平衡知识的实然与应然、前喻与后喻、理论与实践、公共与个体、显性与缄默的张力,有助于教师统整知识、转化知识和创新知识,从而化识成智走向历史的生存。Teachers＇ knowledge existence modalities in pursuing freedom are shaped by philosophical images of the rational knowledge view of epistemology, subjective knowledge view of ontology, and historical knowledge view of existen- tialism, rational and subjective orientation of modernity, and the historical orientation based on rationality and subjectivity. Their teaching cognition PCKg embodies the historical principles of subjective constructiveness, practice generative, context dependence, and logical integrity, which can balance the tension between actuality and necessity, pre-figurative and post- figurative, theory and practice, group and individuals, dominant and the tacit of knowledge, and are helpful for teachers to summarize, transform, and create knowledge.

关 键 词：历史性生存 教师知识观 PCKg 

分 类 号：G451[文化科学—教育学]