小学专家型教师实践性知识转化逻辑——基于扎根理论的质性分析  

Transformation Logic of Practical Knowledge of Expert Teachers in Primary Schools—Qualitative Analysis Based on Grounded Theory

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

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：《当代教育与文化》2025年第1期1-8,F0002,共9页Contemporary Education and Culture

基　　金：2023年度重庆市高等教育教学改革研究重大项目“化知识为素养:认识-主体论视野下课程思政实践体系建设”(231011)。

摘　　要：教师实践性知识是教师以教育经验为基础,通过行动积累与持续反思所生成的一种动态知识类型,也是教师专业发展的核心支撑,教师从“知识-实践-知识”的转化过程则是其实践性知识形成的内在机理。专家型教师多是通过大量的实践性知识积累成长起来的,对其实践性知识转化历程的研究会给教师专业成长提供重要理论参考与实践启示。研究基于质性研究范式,运用Nvivo14软件对6名小学专家型教师的文本资料进行编码与分析,探究并建构教师实践性知识转化的理论模型。研究发现,教师实践性知识转化遵循“观念层面-行动层面-生长层面”的内在逻辑。观念层面是教师进入现场,观念得到教育现场激活形成初始信念的过程;行动层面是从初始信念在教育现场得到验证或者修正的历程,是化知识为行动的重要转折;生长层面是教师通过系统的反思对经验去场域化之后所形成的实践智慧的凝结与重塑。基于这一发现,教师实践知识的转化需要从上述三个层面展开系统化的学习、实践和反思。Teacher practical knowledge is a dynamic form of knowledge generated through the accumulation of educational experience and continuous reflection,serving as a core foundation for teachers'professional development.The transformation process from“concept to action and back to concept”reflects the intrinsic mechanism of the formation of teacher practical knowledge.Expert teachers typically develop through the extensive accumulation of practical knowledge,and exploring the transformation process of such knowledge provides critical theoretical insights and practical implications for teacher professional growth.This study,based on a qualitative research paradigm,employed Nvivo14 software to code and analyze textual data from six expert elementary school teachers,aiming to explore and construct a theoretical model for the transformation of teacher practical knowledge.The findings reveal that the transformation of teacher practical knowledge follows an intrinsic logic of“conceptual level—action level—growth level.”At the conceptual level,teachers enter the educational context,and their pre-existing knowledge is activated by the teaching environment,forming initial beliefs.At the action level,these initial beliefs are tested,validated,or revised within the educational setting,marking a critical turning point where knowledge is transformed into action.At the growth level,teachers systematically reflect on their experiences,decontextualize them,and consolidate them into a form of practical wisdom.Based on these findings,the development of teacher practical knowledge requires systematic learning,practice,and reflection across the three levels,providing a comprehensive framework to support teachers'professional growth and practical knowledge advancement.

关 键 词：教师实践性知识 专家型教师 转化逻辑 

分 类 号：G625.1[文化科学—教育学]