基于情境的教师知识生成:实质、境遇与路径  

Situation-based Teachers’Knowledge Generation:Essence,Circumstance and Path

作　　者：徐冰鸥[1] 王婷 XU Bing’ou;WANG Ting(College of Education Science, Shanxi University, Taiyuan Shanxi, 030006)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《现代基础教育研究》2020年第3期29-34,共6页Research on Modern Basic Education

摘　　要：基于情境的教师知识生成,其实质可概括为知识获得了统合性和持续性的发展,教师在情感和智慧上达至有效统一。但现实状况却有困顿之处:知识的工具理性遮蔽了情境性;教师惯习掩盖了“有效情境”;教师在集体备课和同课异构的教育交往实践中出现了“无集体”和“无异性”的行为异化。因此,基于情境的教师知识生成路径可从“反思性行动中直接生成、寻他山之石中间接生成、互动交往中生成”三个方面进行探讨。The essence of situation-based teachers’knowledge generation can be summarized as the integration and sustainable development of knowledge,and teachers’effective unity in emotion and wisdom.However,in reality,there still exists some dilemmas:the instrumental rationality of knowledge obscures the nature of situations;teachers habitually conceal the“effective situation”;teachers’behavior alienation of“no collectivism”and“no heterogeneity”appear in the educational communication of collective lesson preparation and heterogeneous teaching of the same lesson.Therefore,the path of situation-based teacher’s knowledge generation can be discussed from three aspects:the direct generation in reflective action,the indirect generation from seeking other people’s advice,and the generation through interaction.

关 键 词：情境 教师知识 生成 

分 类 号：G63[文化科学—教育学]