教师学科理解的教育学立场及其实践之维  

Pedagogical Standpoint of Teachers'Subject Understanding and Its Practical Dimension

作　　者：杨莹莹 Yang Yingying(Central China Normal University)

机构地区：[1]华中师范大学教育学院

出　　处：《当代教育科学》2021年第9期3-9,共7页Contemporary Education Sciences

摘　　要：教师学科理解是教师对学科本质及其发展价值的基本看法与观点。当前,学科理解往往局限于学科知识的平面化理解,缺乏从教育学立场出发对学生精神发育过程予以全方位观照。而学科理解的教育学立场本质上是一种发展性立场,内在地包含跨学科视野、经验关照和意义导向等立场,注重学生精神发育与素养发展过程。教育学立场的学科理解并非要求教师像学科专家一样思考学科问题,而是在保证学科知识教学正确性与科学性之基础上,助力其学科素养与学科能力的生成。因此内在地要求教师关注人知互动过程、培养学科敏感性,进而寻求意义的生成。Teachers'subject understanding is the basic views on the nature and development value.Subject understanding is limited to the planar understanding of subject knowledge,and lacks all-round observation of students'spiritual development from the standpoint of pedagogy.The pedagogical position of discipline understanding is one developmental position,which inherently includes interdisciplinary vision,experience care and meaning orientation and pays attention to the process of students'spiritual development and literacy development.The discipline understanding of pedagogy does not require teachers to think about discipline problems like experts.It helps teachers to generate their discipline literacy and discipline ability on the basis of ensuring the correctness and scientificity of discipline knowledge teaching.Therefore,teachers are inherently required to pay attention to the process of human knowledge interaction,to cultivate subject sensitivity and to seek the generation of meaning.

关 键 词：学科理解 人知互动 素养发展 教师素养 

分 类 号：G40[文化科学—教育学原理]