教师实践性知识合法性的遮蔽与解蔽——兼论职前教师教育“二元范式”的突破  

The Obscuration and Revelation of the Legitimacy of Teachers'Practical Knowledge——Including a Discussion on Breaking through the Dualism in Pre-service Teacher Education

作　　者：马陆一首 黄友初 MA Luyishou;HUANG Youchu(School of Education,Shanghai Normal University,Shanghai,200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《教师教育研究》2025年第1期7-12,共6页Teacher Education Research

摘　　要：职前教师教育中“学术漂移—技能固恋”的二元范式亟待化解,突破的难点在于教师实践性知识仍未在职前教师教育中获得合法性。产生这种现象的主要原因在于学习化的入侵导致了知识主体的妥协,确定性的表演导致了知识标准抵牾,还原论的约束导致了知识视角争议。为此,可从三个方面推动实践性知识合法化,进而突破二元范式:鼓励一线教师参与教师教育,促进责任与权力平衡;创建开放知识构设,助力职前教师应对课堂不确定性;透视知识合法性意涵,形成知识视角闭环。The Dualism of academic drift-skills fixation in preservice teacher education needs to be resolved. However, the highly renowned teachers' practical knowledge on this issue has not been able to obtain legitimacy. The main reason for this phenomenon is that the invasion of learning leads to the compromise of the subject of knowledge, the performance of certainty leads to the contradiction of knowledge standards, and the constraint of reductionism leads to the dispute of knowledge perspectives. Therefore, the legitimacy issue of teachers' practical knowledge can be tackled by encouraging teachers to participate in teacher education to promote a balance of responsibility and power, building an open knowledge structure to help preservice teachers cope with classroom uncertainty, and gaining insight into the implications of knowledge legitimacy to form a closed knowledge perspective loop. This can ultimately break through the Dualism in preservice teacher education.

关 键 词：职前教师教育 教师实践性知识 知识合法性 二元范式 

分 类 号：G650[文化科学—教育学]