摘要
教师在从事日常教育教学工作中自身如何发展 ?教师的专业发展具有什么知识基础 ?为什么教师学了教育学、心理学 ,还是不会教书 ?教师如何提高自我专业发展的意识和能力 ?———这些问题是本文探讨的焦点。文章从教师的知识构成入手 ,将教师的知识分成“理论性知识”和“实践性知识” ,然后对教师实践性知识的定义、内容、状态和形成机制进行分析 ,并强调了“教师实践性知识”这一概念的赋权意义和专业建设意义。
How do teachers develop themselves in their everyday routine? What is the knowledge base for teachers' professional development? Why do teachers still not know how to teach, having learned pedagogical and psychological theories? How can teachers promote their own awareness of and capacity for self development? ——These are the questions explored by this paper. The paper begins with an analysis of teachers' knowledge structure, which is divided into “theoretical knowledge” and “practical knowledge”, followed by an exploration of the latter's definition, contents, state and evolving mechanism, as well as the political and professional implications of this concept.
出处
《北京大学教育评论》
2003年第1期104-112,共9页
Peking University Education Review
关键词
实践性知识
默会知识
教师
专业发展
knowledge
practical knowledge
tacit knowledge
teachers'professional development
