实践性知识 教师专业发展的知识基础.pdfVIP

第 1 卷 第 1 期 北京大学教育评论 Vol. 1 , No. 1 2003 年 1 月 Peking University Education Review Jan. 2003 实践性知识 : 教师专业发展的知识基础 陈 向 明 (北京大学 教育学院 , 北京 100871) 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。 关键词 : 知识 ;实践性知识 ;默会知识 ;教师专业发展 ( ) 中图分类号: G451 　　文献标识码 :A 　　文章编号 2003 010010409 Practical Knowledge : the Knowledge Base of Teachers ’Professional Development CHEN Xiangming ( Graduate School of Education , Peking University , Beijing 100871 , China) Abstract : 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 selfdevelop ment ? ———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 pro fessional implications of this concept. Key words : knowledge ;practical knowledge ; tacit knowledge ;teachers’professional development