国内教师实践性知识研究的发展与取向变迁——以北京大学教师实践性知识研究团队的研究成果为例  

Development and Orientation Change of Teacher Practical Knowledge Research in China——Taking the Research Results of the Research Team of“Teacher Practical Knowledge Research”in Peking University as an Example

作　　者：邹学红[1] 张军[2] ZOU Xue-hong;ZHANG Jun(Center for Teacher Education Research,Beijing Normal University,Key Research Institute of Humanities and Social Sciences in Universities,Ministry of Education of China,Beijing,100875,China;College of Teacher Education,Southwest University,Chongqing,400715,China)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 [2]西南大学教师教育学院,重庆400715

出　　处：《教师教育研究》2021年第6期78-83,120,共7页Teacher Education Research

基　　金：教育部人文社会科学重点研究基地重大课题项目(19JJD880002)阶段性研究成果。

摘　　要：进入21世纪后,国内越来越多的学者投身于教师实践性知识的研究,其中以陈向明教授为代表,其带领的北京大学教师实践性知识研究团队对教师实践性知识开展了长期的、持续性研究,取得了丰富的研究成果。对该团队自2003年以来发表的相关研究成果进行梳理,可以发现该团队对教师实践性知识的研究经历了辩证-理性、个体-经验、实践-反思、合作-拓展四种研究取向的变迁。基于对该团队关于教师实践性知识研究成果在研究取向上的梳理,勾勒出该团队教师实践性知识研究的发展脉络及未来研究的方向。In the 21 st century, more and more domestic scholars have devoted themselves to the study of teacher practical knowledge. Professor Chen Xiang-ming, as the representative, led the research team of “teacher practical knowledge” of Peking University, which has carried out long-term and continuous research on teacher practical knowledge, and has achieved rich research results. Based on the relevant research results published by the research team since 2003, we can find that the team’s research on teacher practical knowledge has experienced four research orientations: dialectical-rationality, individual-experience, practice-reflection, cooperation-expansion. Based on this research orientation, this paper outline the venation of the team’s teacher practical knowledge research and future research direction.

关 键 词：教师实践性知识 研究取向 教育理论知识 教育实践 

分 类 号：G451.6[文化科学—教育学]