教师作为“知识人”:美国“教师研究”思想探析  

Teachers as Person of Knowledge:A Study of “Teacher Research” Theories in America

作　　者：陈思颖[1] 

机构地区：[1]杭州师范大学外国语学院,杭州311121

出　　处：《比较教育研究》2017年第10期84-89,96,共7页International and Comparative Education

基　　金：2016年度教育部人文社科研究青年基金项目"二十世纪以来美国‘教师研究’思想的演进研究"(项目编号:16YJC880004)的阶段性成果之一

摘　　要：借鉴知识社会学"知识人"假设,以教师、知识与研究三者关系为逻辑起点,构建教师"知识人"多维角色:知识的生产者、阐释者与转化者,并以此分析美国"教师研究"思想,即教师研究作为实践探究、作为教学识知方式、作为社会探究。研究发现,知识转型的历史力量是美国"教师研究"思想蓬勃发展的不竭动力;教师应该成为知行合一的"知识人";"探究"最终应成为教师自身经验与教育目标、社会文化及价值有机融合的方式与过程,成为教师了解自我生命个体、实现专业认同及社会福祉的有效途径。By applying the idea of ＂person of knowledge＂ in sociology of knowledge, and taking the relationship among teachers, knowledge and research as the logical point, the paper constructs three roles of teacher as generator, interpreter and transformer of knowledge. In this way the theories of teacher research are analyzed as practical inquiry, a way of knowing, and social inquiry. It is found that the development of American ＂teacher research＂ theories implies the influence of knowledge transformation, and teachers should be ＂person of knowledge＂ with unity of knowing and doing. Inquiry should be a way of organic fusion of teachers＇ experience, education ends and social culture and value, and a way of knowing oneself, profession and society.

关 键 词：知识人 教师研究思想 教师知识 

分 类 号：G40-03[文化科学—教育学原理]