基于“诱变事件”的教师实践性知识生成机制研究  

Research into the Mechanism of Teacher's Practical Knowledge Generation Based on“Mutagenic Events”

作　　者：汪明帅[1] 李桔松[2] WANG Mingshuai;LI Jusong(Ningbo University,Ningbo 31521l;Beijing Institute of Education,Beijing 100120)

机构地区：[1]宁波大学教师教育学院,315211 [2]北京教育学院人文与外语教育学院,100120

出　　处：《教育科学研究》2023年第12期78-85,共8页Educational Science Research

基　　金：宁波市2023年哲学社会科学规划课题“高质量教育视域下教师实践性知识生成的本土机制研究”(G23-4-JY01)的成果之一。

摘　　要：如何促进教师实践性知识生成是当前研究中一个至关重要但颇具难度的问题。德国教育人类学家博尔诺夫的“非连续性教育”从人的发展的角度,为分析教师实践性知识的生成提供了新的思路。考虑到“非连续性教育”与教师专业发展领域中的“诱变事件”不谋而合,本研究借助“诱变事件”这一具象形式,对教师实践性知识的生成机制进行探析。研究显示,基于“诱变事件”的教师实践性知识生成,主要经历如下历程:已有“实践—认识”基础从源头上影响着教师实践性知识的生成;教师在“实践—认识”基础上遭遇的问题情境,是实践性知识得以生成的重要契机;面对问题情境,触动教师产生顿悟的“唤醒”与“告诫”是实践性知识生成的主要形式;教师实践性知识的生成最终落脚于教师观念与行为的共同改进。Promoting the generation of practical knowledge for teachers is a crucial but challenging issue in current research.German educational anthropologist Bornov's"discontinuous education"provides a path for analyzing the generation of teacher practical knowledge from the perspective of human development.Considering that"discontinuous education"coincides with"mutation events"in the field of teacher professional development,this study uses the perspective of"mutation events"to explore the generation mechanism of teacher practical knowledge.Research shows that the generation of teacher practical knowledge based on"mutation events"mainly goes through the following process:the existing"practice-cognition"foundation influences the generation of teacher practical knowledge from the source;the problem situations encountered by teachers on the basis of"practice cognition"are important opportunities for the generation of practical knowledge;The main forms of practical knowledge generation are"awakening"and"warning"that trigger teachers to have an epiphany when facing problem situations;The generation of practical knowledge for teachers ultimately rests on their beliefs and actions.

关 键 词：非连续性教育 诱变事件 实践性知识 生成机制 

分 类 号：G451[文化科学—教育学]