摘要
当前教师实践性知识研究进入瓶颈期,亟需纳入新的理论视角。文化-历史活动理论根植于马克思的辩证唯物主义哲学,经历三代演化之后在分析个体与结构的互动问题上独具特色。在文化-历史活动理论启发下,教师实践性知识研究应该以活动系统为分析单位、看到知识生成过程的中介机制、关注矛盾对实践性知识的激活作用、重视教师行为的社会历史性,以此不断丰富教师实践性知识的内涵与维度。
Currently, research on teacher＇ s practical knowledge has entered the period of stagnation. It is urgent to employ new theoretical perspectives. Cultural-historical activity theory rooted in Marxist philosophy of dialectical materialism is characterized by its analyzing the interaction between individuals and society after three-generation evolution. In the light of cultural-historical activity theory, research on teacher＇ s practical knowledge ought to take the activity system as the analysis unit, find the role of intermediary mechanism in the process of knowledge generation, focus on how the contradictions stimulate teacher＇ s practical knowledge, and pay more attention to the social historicity of teacher＇ s behavior to enrich the connotations and dimensions of teacher＇s practical knowledge
出处
《教师发展研究》
2017年第4期90-96,共7页
Teacher Development Research
关键词
教师实践性知识
文化-历史活动理论
教师教育
teacher＇ s practical knowledge
cultural-historical activity theory
teacher education
