摘要
实践性知识是教师在教育实践中真正信奉并实际使用的、以教师为主体生成的知识,其生成离不开儿童的主体性参与和师幼互动。本研究立足质性研究范式,基于访谈观察,探讨幼儿教师实践性知识的生成过程及机制。研究发现,教师实践性知识的生成是以师幼共构的“双主体”为双向驱动,以师幼共处的问题情境为“触发和催化”,以师幼共促的行动反思为“支点和引擎”,以师幼共生的游戏信念为“动力和源泉”。这种机制的显著特征是教师基于儿童成长阶段特征的因材施教而组织起来的,以儿童为核心参照的师幼“双主体”的共生共长。研究建议,教师应立足“儿童立场”,拓展师幼互动的行动空间;植根“责任伦理”的行动与反思,激发师幼双主体的互动与互构,进而成就“育人成己”的双向奔赴与共同成长。
Practical knowledge is the knowledge that teachers truly believe in and actively apply in educational practice,which is primarily generated by teachers themselves.Its genesis is inherently intertwined with the active engagement of children and the dynamic interaction between teachers and children.This paper employs interviews and observations to explore the generation process and mechanism of teachers’practical knowledge.The findings reveal that the generation process was bidirectionally driven by the“dual-subject”co-constructed of teachers and children,“triggered and catalyzed”by the problematic situations arising from their coexistence,“supported and powered”by the action reflection promoted by teacher-child interaction,and“fueled and inspired”by the play belief that is symbiotically nurtured between them.A notable characteristic of this mechanism is that it is organized around differentiated instruction based on children’s characteristics in development stages,emphasizing a symbiotic growth of teacher-children“dual subject”centered on children as the core reference point.The study recommends that teachers should adopt a“child-centered stance”to broaden the scope for teacher-child interaction;root their actions and reflections in the“ethics of responsibility”to invigorate the mutual interaction and co-construction between teachers and children,so as to foster a two-way commitment and shared growth that encapsulates the philosophy of“educating others to better oneself”.
作者
李相禹
张俊
张萌
谭嘉利
Li Xiangyu;Zhang Jun;Zhang Meng;Tan Jiali
出处
《教育学术月刊》
CSSCI
北大核心
2024年第9期104-112,共9页
Education Research Monthly
基金
教育部人文社会科学研究青年基金项目“农村幼儿教师关于游戏的实践性知识研究”(编号:18YJC88044)。
关键词
幼儿教师
教师实践性知识
双主体
游戏信念
问题情境
行动中反思
teachers’practical knowledge
dual-subject
belief in play
problematic situation
reflection-inaction
