摘要
借助质性研究方法,对一位实习教师的理论性知识向实践性知识转化的过程进行深刻剖析,从实习教师实践性知识的形成看理论性知识的重要作用,从而反观理论性知识获得对实习教师专业能力发展的重要性。实习教师由理论性知识转化而来的实践性知识具有主体性、情境性、模糊性与反思性等特征。师范院校的理论性课程的教学,应基于情境并让学习者明了"是什么"和"如何做",启迪师范生反思"为什么"。
Using the qualitative research method, this paper vividly presented and deeply analyzed the transformation from theoretical knowledge to practicalknowledge of a student teacher. The analysis reflected that theoretical knowledge played an important role in the obtainment of practical knowledge, which showed the significance of theoretical knowledge to the professional capability development of student teachers. The theoretical knowledge transformed from practical knowledge have the characteristics of subjectivity, situationality, fuzzification and reflection. The theoretical curriculum for normal university students should guide the students to know what to do and how to do, and reflect the reason of the theories.
出处
《教育学术月刊》
北大核心
2016年第6期73-77,95,共6页
Education Research Monthly
基金
浙江省教育科学规划重点课题(编号:2015SB113)
教育部人文社会科学研究规划课题(编号:10YJA880017)
关键词
理论性知识
实践性知识
转化
反思
theoretical knowledge, practical knowledge, transformation, reflective
