杜威三重真理观视域下教师实践性知识转化  

Teachers' Practical Knowledge in the Contextof Dewey's Threefold Theory of Truth

作　　者：于泽元 刘燚飞 YU Ze-yuan;LIU Yi-fei(International College,Southwest University,Chongqing 400715;College of Teacher Education,Southwest University,Chongqing 400715)

机构地区：[1]西南大学国际学院,重庆400715 [2]西南大学教师教育学院,重庆400715

出　　处：《当代教师教育》2024年第2期15-20,共6页Contemporary Teacher Education

摘　　要：杜威实用主义真理观是一种探究真理观,它超越了传统的心灵——世界二元割裂,在理论层面为教师实践性知识的“合法性”提供支持。“杜威三重真理观”视域下,教师实践性知识的构建需要经历多重转化,“观念阶段—行动阶段—生长阶段”是这一转化的基本路径。教师实践性知识转化的机理为教师专业发展明确了逻辑起点和实现路径:原初经验作为转化起点,“经验—知识”发展教师自我意识;问题情境作为转化资源,“探究—要素”交互推动实践前进;打破教师知识个体化桎梏,实现“合作—拓展”的群体建构;弥合理论实践的二元割裂,实现“探究—反思”高通路迁移。Dewey's pragmatic view of truth is an inquiry⁃based view of truth which transcends the traditional mind⁃world duality and supports the“legitimacy”of teachers'practical knowledge at the theoretical level.From the perspective of Dewey's Triple Truth Concept,the construction of teachers'practical knowledge needs to undergo multiple transformations,and“concept stage⁃action stage⁃growth stage”is the basic path of this transformation.The mechanism of teachers'practical knowledge transformation clarifies the logical starting point and realization path for teachers'professional development.The original experience is used as the starting point for transformation,and“experience⁃knowledge”develops teachers'self⁃awareness.The problem situation is used as a transformation resource,and the interaction between“inquiry and element”promotes the progress of practice.Break the shackles of individualized teachers'knowledge and realize the group construction of“cooperation and expansion.”Bridge the binary gap between theory and practice,and realize the high⁃path migration of“inquiry⁃reflection.”

关 键 词：教师实践性知识 杜威 真理观 转化 

分 类 号：G42[文化科学—课程与教学论]