作　　者： ;

机构地区： 湖南第一师范学院教育科学学院

出　　处： 《教师教育研究》 2016年第1期21-25,共5页

摘　　要： 目前的教师教育课程框架背后的假设是:行动是认识的结果,认识先于行动。这种旁观者认识论将理论与实践、知与行割裂开来,并认为教师教育的任务是尽可能地从知识上武装学生。这往往会造成学生对知识食而不化,无法生成实践智慧。教师教育课程要重获生机和活力,就需要从旁观者认识论转向到杜威所谓的经验认识论,将知与行、理论与实践统一起来。教师教育课程将通过以下两方面被重新定义为一种在经验中、并为着经验的有价值生长的课程,即第一,沟通学科知识与直接经验,帮助学生形成"与实践有关的命题性知识";第二,缩短学科学习时间,开发以课堂为导向和情境的课程,帮助学生形成"通过命题解释的实践性知识"。 Teacher education curriculum doesn＇t really meet the needs of novice teachers to learn to teach. The assumptions of the curriculum frame are those action is the result of knowing and the knowing is ahead of the action. This is the typical spectator epistemology. It divides theory and practice. Because of this dichotomy,students struggle to learn knowledge without understanding,not to say to use them. It is necessary for teacher education curriculum to transit to empirical epistemology and we can reform it in the following two ways,one is to integrate subjects knowledge with direct experience and the other is to shorten the time of subject learning as time as to develop a curriculum based on classroom.

关 键 词： 旁观者认识论 经验认识论 教师教育课程

领　　域： [文化科学—教育学]