教师知识跨界:理论内涵、路径表征与影响因素  

Teachers’Boundary-Crossing of Knowledge:Theory Implication,Path Characterization,and Influence Factors

作　　者：白松涛 BAI Songtao

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《中国教育学刊》2025年第3期102-108,共7页Journal of The Chinese Society of Education

摘　　要：知识跨界是指教师以专业成长为旨的、在不同知识领域之间跨越边界的学习行为,这既是教师完善知识结构、重构课堂教学的现实诉求,也正逐渐成为新课程实施背景下教师专业发展的重要范式。通过将跨界学习理论的四种行为机制与HPM双循环诠释模型融合,可以描绘教师知识跨界的两条具体路径,分别为学科知识先行、教育知识先行。在两条路径中,教师通过在不同知识圈层间往复跨越、分别学习专家思考方式,从而逐步实现教学转化。教师自我效能感、素养取向学生观、教研共同体机制是知识跨界过程中关系着“是否愿意”“是否适切”“能否持续”的重要因素。另外,知识跨界并不意味着边界消解,应以肯定知识差异性为前提来促进知识联结,这其中还隐含着对知识创新和教学创新的想象。Boundary-crossing of knowledge refers to the learning behavior in which teachers,aiming for professional growth,traverse the boundaries between different knowledge domains.This is not only a practical need for teachers to improve knowledge structure and reconstruct teaching,but is also gradually becoming a key paradigm for teacher professional development in the context of new curriculum implementation.By integrating the four behavioral mechanisms of boundary-crossing learning theory with the HPM double-loop interpretive model,two paths of boundary-crossing can be identified:the“subject knowledge first”path and the“educational knowledge first”path.In these two paths,teachers repeatedly cross between different knowledge spheres,learning expert thinking styles,gradually achieving teaching transformation.Teachers’self-efficacy,competency-based student perspectives,and the mechanism of collaborative teaching communities are crucial factors that influence whether the process is willing,appropriate,and sustainable.Moreover,boundary-crossing of knowledge does not mean the dissolution of boundaries;rather,it should promote the connection of knowledge while affirming the differences between them,which includes the imagination of knowledge and teaching innovations.

关 键 词：教师知识跨界 学科知识 教育知识 教师教育 双循环模型 

分 类 号：G451[文化科学—教育学]