基于教师实践性知识生成机制的教师教育课程实施改革策略.docxVIP

基于教师实践性知识生成机制的教师教育课程实施改革策略 Reform Strategies in the Implementation of Teacher Education CoursesBased on the Generative Mechanism of Teachers Practical Knowledge 作者： 曲铁华/李虹 作者简介： 曲铁华(1962-),女，辽宁铁岭人，教育学博士，东北师 范大学教育学部教授，博士生导师，研究方向为中国教育 史，教师教育；李虹(1979-),女，吉林长春人，东北师 范大学教育学部博士研究生，研究方向为教师教育、教育 领导与管理。长春130024 原文出处： 《四川师范大学学报：社会科学版》(成都)2018年第 20182 期第 110-116 页 内容提要： 教师实践性知识是凝聚教师智慧、彰显教育专业性的关键 所在。反思和行动中反思是专业信念、个体经验和行动策 略合成教师实践性知识的主要运作方式。在分析教师实践 性知识生成机制基础上，从专业理论知识建构的质量、教 学中案例情境信息的逼真性、行动中策略积累的实践机遇 以及反思性思维训练四个维度探讨教师教育课程实施的缺 陷，主要在于专业理论知识缺乏深度加工、教学案例情境 信息脱离实际、实践场域中的“摹”“练”难两全、课程 实施不注重反思性思维训练。改革策略即加强专业理论知 识的精致性复述、引入情境信息丰满的真实案例、提供 “摹” “练”结合的实习实训机会和重视教学中的反思性 思维训练。 The practical knowledge of teachers is the key to condense teachers wisdom and highlight the specialty of education.Reflection and reflection inaction are the main modes of operation of professional belief,personal experience and action strategies which form teachers practical knowledge. On the basis of analyzing the generativc mechanism of tcachcrs practical knowledge, this paper discusses the dcfects of tcachcr education courses implcmcntation fTom four dimensions:Thc quality of construetion of specialized theorctical knowledge, the fidelity of context information in teaching cases,the practical opportunities for strategy accumulation in action and reflcctivc thinking training. In other words, specialized theoretical knowledge lacks deep processing; context information in teaching cases are divorced from reality; its difficuIt to give consideration to both z，imitationz，and 〃training，/ in the field of practice; curriculum implemcntation docsn，t focus on reflectivc thinking training. The reform stratcgics include strengthening claborativc rehearsal of specialized theoretical knowledge, the introduction of real case with full context information, providing internship opportunities which combine imitation and training together and attaching importance to reflective thinking training in teaching. 期刊名称：《教育学》 复印期号：2018年06期 词: 词