基于情境的教师知识生成:实质、境遇与路径
Situation-based Teachers’ KnowledgeGeneration: Essence, Circumstance and Path
  
DOI:
中文关键词:  情境;教师知识;生成
英文关键词:situation, teachers’ knowledge, generation
基金项目:
作者单位
徐冰鸥 山西大学 
王婷 山西大学 
摘要点击次数: 132
全文下载次数: 121
中文摘要:
      基于情境的教师知识生成,其实质可概括为知识获得了统合性和持续性的发展,教师在情感和智慧上达至有效统一。但现实状况却有困顿之处:知识的工具理性遮蔽了情境性;教师惯习掩盖了“有效情境”;教师在集体备课和同课异构的教育交往实践中出现了“无集体”和“无异性”的行为异化。因此,基于情境的教师知识生成路径可从“反思性行动中直接生成、寻他山之石中间接生成、互动交往中生成”三个方面进行探讨。
英文摘要:
      The essence of situation-based teachers’ knowledge generation can be summarized as the integration and sustainable development of knowledge, and teachers’ effective unity in emotion and wisdom. However, in reality, there still exists some dilemmas: the instrumental rationality of knowledge obscures the nature of situations; teachers habitually conceal the “effective situation”; teachers’ behavior alienation of “no collectivism” and “no heterogeneity” appear in the educational communication of collective lesson preparation and heterogeneous teaching of the same lesson.Therefore, the path of situation-based teacher’s knowledge generation can be discussed from three aspects: the direct generation in reflective action, the indirect generation from seeking other people’s advice, and the generation through interaction.
查看全文  查看/发表评论  下载PDF阅读器
关闭