论教师知识观的重建——基于个人识知理论的视角

发布时间：2018-04-09 03:19

本文选题：传统识知　切入点：个人识知　出处：《当代教育科学》2017年11期

【摘要】：传统理性主义知识观将知识看作外在的、客观的、绝对的、普遍的真理系统,从而表现出诸多"去个性化"特征,这成为导致教师知识发展及教育实践活动出现一系列症结的根源。故而有必要重建教师知识观。个人识知理论旨在恢复被传统识知理论所摈弃的教师知识之个性特征、生活经验、教育情境等维度,对重建教师知识观有着非常重要的启示。基于个人识知理论视域重建教师知识观有益于推动教育实践情境中的教师知识发展。形成新的教师知识观需要立足于知识的"个性特征"和教师的主体两个层面综合考虑,具体来说可以从以下几个方面着手:教师个性的养成是新知识观形成的基础;教师生活经验的提炼是新知识观形成的关键;实现知识的情境共融是新知识观重建的最终鹄的。
[Abstract]:The traditional rationalism view of knowledge regards knowledge as an external, objective, absolute, universal truth system, thus showing many characteristics of "de-personalization".This has become the root of a series of sticking points in teacher's knowledge development and educational practice.Therefore, it is necessary to rebuild teachers' view of knowledge.The theory of personal knowledge aims at restoring the dimensions of teachers' knowledge, such as personality, life experience and educational situation, which were rejected by the traditional theory of knowledge. It has very important implications for the reconstruction of teachers' view of knowledge.The reconstruction of teachers' view of knowledge based on the theory of personal knowledge is beneficial to the development of teachers' knowledge in the context of educational practice.To form a new view of teachers' knowledge, we should base ourselves on the "personality characteristics" of knowledge and the teachers' main body. Specifically, we can start from the following aspects: the formation of teachers' personality is the basis of the formation of new knowledge views;The refinement of teachers' life experience is the key to the formation of new knowledge view, and the realization of situational integration of knowledge is the ultimate aim of the reconstruction of new knowledge view.
【作者单位】：商丘学院;
【分类号】：G451

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