教育数字化背景下教师知识观的异化和重塑  

Alienation and Reconstruction of Teachers'Knowledge View Under Background of Education Digitization

作　　者：奉元圆 高思超[1] FENG Yuan-yuan;GAO Si-chao(China West Normal University,Nanchong 637009,China)

机构地区：[1]西华师范大学,四川南充637009

出　　处：《黑龙江高教研究》2024年第11期114-119,共6页Heilongjiang Researches on Higher Education

基　　金：国家社会科学基金教育学一般项目(后期资助)“新中国70年课程与教学论的知识书写研究”(编号:19FJK003)。

摘　　要：数字化时代教师知识观需要遵循智能技术逻辑与教师教育的专业逻辑,这在客观上要求教师具有专深性和广博性的知识内容观、结构性和贯通性的知识结构观、稳定性和精英性的知识价值观。当前,数字化背景下教师知识观可能发生的异化表征为:缄默知识被显性知识遮蔽而流于形式化,异质性知识被同质知识阻隔而逐渐同质化,系统知识被琐碎知识消解而呈现碎片化,“硬知识”被“软知识”侵蚀而走向平庸化。为此,促进教师知识学习方式转变、构建教师新知识素养、优化教师知识供给是数字化时代重塑教师知识观的关键。In the digital era,teachers'understanding of knowledge needs to align with the principles of intelligent technology and the professional standards of teacher education.This necessitates teachers to possess a specialized and comprehensive perspective on knowledge content,a structured and interconnected view of knowledge organization,as well as an appreciation for the stability and value of elite knowledge.At present,under the background of digitization,the alienation of teachers'knowledge view may be characterized as follows:tacit knowledge becomes obscured and formalized by explicit knowledge,heterogeneous knowledge gradually becomes homogenized due to the dominance of homogeneous knowledge,systematic knowledge gets fragmented by trivial information,and“hard knowledge”is diluted by“soft knowledge”resulting in mediocrity.Therefore,promoting the transformation of teachers'knowledge learning mode,constructing teachers'new knowledge accomplishment and optimizing teachers'knowledge supply are the keys to reshaping teachers'knowledge view in the digital age.

关 键 词：教育数字化 教师 知识观 

分 类 号：G451.2[文化科学—教育学]