大学工科教师技能性知识获得的三条进路--基于教师专业发展的视角  

Technical Knowledge:The Core of the Professional Development of Engineering Teachers in Universities

作　　者：郭德侠[1] 曲绍卫[1] GUO De-xia;QU Shao-wei(Institute of Educational Economics and Management,University of Science and Technology Beijing,Beijing 100083,China)

机构地区：[1]北京科技大学教育经济与管理研究所,北京100083

出　　处：《北京科技大学学报（社会科学版）》2021年第3期227-232,共6页Journal of University of Science and Technology Beijing(Social Sciences Edition)

基　　金：国家自然科学基金管理学部应急管理项目“行业特色高校师资队伍建设研究”(编号:72041001)。

摘　　要：大学教师的专业发展水平与高校人才培养质量密切相关。教师的专业精神、理论知识和实践技能是其专业发展的重要内容。由于工程学科的实践特性,所以,大学工科教师专业发展的核心应是促进技能性知识的增长。技能性知识是大学工科教师知识体系的重要组成部分,它具有实践性、感悟性、意会性和语境性特征。大学工科教师技能性知识的获得有三条进路:在“现场”中“跟随”学习;在“语境”中互动、感悟;在“对话”中理解与共享。The professional development level of university teachers is closely related to the quality of university personnel training.Teacher professional development mainly includes the continuous improvement and improvement of teachers'professional spirit,professional theory and professional skills and knowledge.Because of the characteristics of engineering discipline,the core of the professional development of university engineering teachers should be the growth of technical knowledge.Technical knowledge is an important part of the knowledge system of engineering teachers in universities.It has the characteristics of practicality,perception,intentionality and context.There are three ways to acquire technical knowledge of university engineering teachers:“follow”learning in the“scene”;interact and feel in the“context”;understand and share in“conversations”.

关 键 词：大学工科教师 专业发展 技能性知识 

分 类 号：G715[文化科学—职业技术教育学]