“教师个人知识”:涵义、特征及其自我更新的构想  

Personal Knowledge of Teachers: Implication, features and Conception of Self-renovation

作　　者：张立昌[1] 

机构地区：[1]陕西师范大学教科院,陕西西安710062

出　　处：《教育理论与实践》2002年第10期30-33,共4页Theory and Practice of Education

基　　金：本文为全国教育科学"十五"规划教育部重点课题<"综合实践活动"课程开发与实施中教师组织行为和指导行为改善的研究>阶段性成果之一。

摘　　要：“教师个人知识”是教师个人在具体的教育教学实践中通过自己的体验、沉思、感悟和领会从而总结出来的有别于“公共知识”的实效性知识,它实质地主导着教师的教育教学行为。“教师个人知识”具有假定性、实践性、智慧性、境域性、综合性、缄默性、不易传递性和保守性等特征;而“反思学习”是“教师个人知识”更新的有效途径和策略,教师自我观察有四个视角:自我经历、学生眼睛、同事感觉和理论文献。Personal knowledge of teachers is practical knowledge teachers summarize by experiencing, pondering, perceiving and understanding in their own teaching practice. It is different from the public knowledge and dominates teachers' teaching methods. Personal knowledge of teachers is hypothetical, practical, intelligent, regional, comprehensive, silent and conservative, while self-reflection is a new and effective approach and strategy to realize the regeneration of the personal knowledge of teachers. Teachers can observe themselves through four aspects: self-experience, students' eyes, colleagues' feelings and theoretical literature.

关 键 词：教师个人知识 公共知识 反思学习 实践 教学行为 学习方式 

分 类 号：G451.2[文化科学—教育学]