作　　者： ; (潘国文）;

机构地区： 浙江师范大学教育学院

出　　处： 《全球教育展望》 2013年第10期42-48,共7页

摘　　要： 本文通过对教师实践性知识结构的分析,探究教师实践性知识的生成机制,发现了教师实践性知识生成的两种方式。第一种方式是教师面临教育困境——建构或调用已有实践性知识——以行动应对困境(试误)——强化实践性知识模块或重新建构实践性知识模块以至成功解决问题;第二种方式是观察其他教师的成功授课——探究其成功背后的实践原则和意象——经由反思内化为自己的实践性知识。这两种方式的发现为教师实践性知识生成发展提供了一定的思路与方法。 Through the analysis of the structure of teachers＇ practical knowledge, construct teachers＇ practical knowledge generation mechanism, and further found that teachers＇ practical knowledge generated in two ways. The first way is teacher faced with the plight of education-Construction or call the existing practical knowledge- Action to deal with difficulties（ Trial and Error）-Strengthen the practical knowledge module or re-construct the practical knowledge modules so as to successfully solve the problem; The second way is to observe the success of teachers teaching-Explore the practi- cal principles and images behind the successful teaching-Internalized into their own practical knowl- edge through reflection. The discovery of these two ways provide guidance for learners to continue to generate and develop teacher＇s practical knowledge.

关 键 词： 教师实践性知识 生成机制 教师教育

领　　域： [文化科学—教育学] [文化科学—教育技术学]