论教师课程理解的知识限度及其超越——基于个人知识的视角  

On the Knowledge Limit and Its Transcendence of Teachers’Course Understanding——From the Perspective of Personal Knowledge

作　　者：刘亚 赵建梅[1] LIU Ya;ZHAO Jian-mei(School of Education Science,Xinjiang Normal University)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《教育理论与实践》2020年第34期55-59,共5页Theory and Practice of Education

基　　金：新疆维吾尔自治区高校科研计划项目“全面提升新疆民族教育质量的对策研究”(项目编号:XJEDU2017Z004)的阶段性研究成果。

摘　　要：教师的课程理解是直接影响教师课程实践的个体性知识观念。它具备公共性和个体性、显性与隐性、确定性和境遇性等特征。然而,在课程实践中,教师对课程的理解存在知识限度,即过度追求公共性导致个体性课程理解的缺席,强调概念化促使隐性课程理解的退场,侧重既定性造成境遇性课程理解的隐失等。基于个人知识的视角构建视域融合的课程理解转化路径,着重在课程行动研究和社会化协作建构中实现境遇性的潜在课程理解向课程行为的转化,这是超越课程理解的知识限度、实现课程理解教化功能的可能路向。Teachers’curriculum understanding is an individual knowledge concept that directly affects teachers’curriculum practice.It has the characteristics of publicity and individuality,explicitness and implicitness,and certainty and circumstance.However,in the practice of curriculum,there exists the limit of knowledge in the the teachers’understanding of curriculum.To be specific,teachers’excessive pursuit of public understanding of the curriculum leads to the absence of individual curriculum understanding;the emphasis on conceptualization results in the exit of implicit curriculum understanding;and the focus on the establishedness gives rise to the loss of situational understanding of curriculum.Constructing a transformationpath of curriculum understanding which is visualized fusion from the perspective of personal knowledge,and focusing on the transformation of potential contextual curriculum understanding into curriculum behavior in the course of construction of action research and social collaboration are the possible approaches to the transcendence of knowledge limit of curriculum understanding and the realization of the enlightenment function of curriculum understanding.

关 键 词：教师 课程理解 知识限度 个人知识 

分 类 号：O423[理学—声学]