教师实践性知识发展的层次探析——基于专家型教师成长的个案  

Analysis on the Levels of the Development of Teachers’ Practical Knowledge:Case Study on the Growth of an Expert Teacher

作　　者：樊文芳[1] FAN Wen-fang(College of Education Science and Technology,Datong University,Datong,Shanxi 037009,China)

机构地区：[1]大同大学教育科学与技术学院

出　　处：《基础教育》2019年第6期36-42,共7页Journal of Schooling Studies

基　　金：全国教育科学“十三五”规划2018年度教育部重点课题《小学科学教师实践性知识发展模型及改善机制研究》(项目编号:DHA180364)

摘　　要：培养大批专家型教师是新时代教师队伍建设的战略目标,而专家型教师的培养必然要求完善教师的实践性知识。通过对专家型教师的教育教学实践研究发现,教师实践性知识的发展具有层次性,可以分为经验型、理性化和智慧型三个知识层次和自在、自知、自为三个自我建构层次,是教师对教学“惯习”的认识和积累、形成和运用及主动建构新教学“惯习”的过程。对此,提出了要通过促进教师对教育教学实践的认知,激发教师积极投身教育教学实践的热情及加强教师对自身教学实践的反思等多方面着手,来提升教师的实践性知识水平。Training a large number of expert teachers is the strategic goal of the teaching faculty construction in the new era,and the training of expert teachers inevitably requires the improvement of teachers practical knowledge.Through the expert teachers education teaching practice,the study found the development of teachers practical knowledge is at different levels,which can be divided into three levels of knowledge,experiential knowledge,rational knowledge and intelligence-based knowledge,and three levels of self-construction,self-being,self-awareness and self-action.The development of teachers practical knowledge is a process for teacher to understand and accumulate,develop and use instructional habitus and actively to construct the new instructional habitus.To this end,it is proposed that teachers practical knowledge level should be improved by promoting teachers cognition of education and teaching practice,inspiring teachers enthusiasm to participate in education and teaching practice and strengthening teachers reflection on their own teaching practice.

关 键 词：实践性知识 发展层次 专家型教师 

分 类 号：G455[文化科学—教育学]