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教师实践性知识的核心研究内容是教师在教育教学活动中的行动逻辑。以知识与行动关系的视角来看,教师实践性知识具有结果性、适当性和体验性三种行动逻辑。三种行动逻辑的递进趋势表明,从把实践性知识作为教师行动的外部实在原因转向内在需要,从对教师实践的外部理解转向内部理解,实质是关于教师的自我认识与自身行动关系的理解转向,因而需要进一步探讨教师认识与行动的一致性问题、自我与他人的交互性问题以及理解与表达的基础性问题。
Abstract：The core content of the research on Teachers' practical knowledge is the logic of action in the teaching activities. From the perspective of the relationship between knowledge and action,teachers' practical knowledge presents three kinds of logic of action, the result of logic, the appropriate logic and experiential logic. These three kinds of action logic show the practical knowledge as the external reality of the teacher's action, turning to the internal need of the teacher's action; from the external understanding of the teacher's practice to the internal understanding. The essence of this"understanding turn" reveals that the core of the action logic of the teacher's practical knowledge is the problem of the relationship between self understanding and self action. Therefore, the new research topics of teachers' practical knowledge need further exploring, including understanding and action, the interaction between self and others, and the basic problem of understanding and expression.
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基本信息:
中图分类号:G451
引用信息:
[1]吴刚平.教师实践性知识的行动逻辑与理解转向[J].全球教育展望,2017,46(07):76-87.
基金信息:
教育部人文社会科学研究重大项目“基于核心素养的课程整合研究”(项目批准号:16JJD880022)的成果之一
2017-03-08
2017
2017-07-05
2017
1
2017-07-10
2017-07-10