教师专业知识的优化路径  

The Optimization Development Path to Teachers’Professional Knowledge

作　　者：王飞 WANG Fei(Faculty of Education,Shandong Normal University,Jinan 250014,China)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《集美大学学报（教育科学版）》2020年第5期22-27,共6页Journal of Jimei University：Education Science Edition

基　　金：山东省社会科学基金2020年度课题“乡村教师社会支持体系的构建与实践研究”(20CJYJ12)。

摘　　要：教师专业知识是标识教师职业作为一门专业的核心依据,也是教师群体和个人获得专业身份和社会认同的根本所在。因此,提升教师的专业知识理应成为教育研究和实践领域关注的核心议题。未来教师专业知识的发展应该侧重于建构生成性的教师专业知识观,并在其指导下,强化师范院校的师范性,完善教师教育课程体系和提升教师的科研能力。Teachers’professional knowledge is the core basis of identifying teachers’occupation as a profession,and it is also the foundation for teacher groups and individuals to obtain professional identity and social identity.Therefore,improving teachers’professional knowledge should be the core issue in the field of education research and practice.In the future,the development of teachers’professional knowledge should focus on the construction of the generative view of teachers’professional knowledge,and under its guidance,strengthen the normal nature of normal universities,improve teacher education curriculum system and enhance teachers’scientific research ability.

关 键 词：教师专业知识 生成性教师知识观 师范性 课程体系 

分 类 号：G650[文化科学—教育学]