教师自我学科知识功能价值误解过程及其消除

发布时间：2018-05-11 20:42

本文选题：教师 + 学科知识　；参考：《江苏高教》2012年02期

【摘要】：教师自我学科知识功能价值误解是教师对其所从事学科知识功能价值的认识、评价与该学科知识自身功能价值属性不相吻合的理解。教师自我学科知识误解开始于教师专业前教育、形成于教师教育、终结在职业生涯结束,是一个持续性过程。教师自我学科知识误解不但影响学科知识多方面意义功能的贯通与发挥,也影响师生知识意义发展的多种可能性。因此,应引导和教育社会公众、家长、教师通过实践体察、理论学习等方式,形成教师正确的自我学科知识观、学科态度,以及自我学科知识功能、价值观,以增进自我学科知识功能价值理解的方式,消解教师自我学科知识功能价值的误解。
[Abstract]:The misunderstanding of teachers' self-discipline knowledge function value is the cognition of teachers' knowledge function value, and the evaluation does not accord with the subject knowledge's own functional value attribute. The misunderstanding of teacher's self-discipline knowledge begins with the teacher's professional education, forms in the teacher's education, and ends at the end of his career, which is a continuous process. The misunderstanding of teachers' self-discipline knowledge not only affects the penetration and exertion of the multi-aspect meaning function of the subject knowledge, but also affects the various possibilities of the development of teachers' and students' knowledge meaning. Therefore, it is necessary to guide and educate the public, parents and teachers to form a correct view of self-discipline knowledge, attitude, function and values of self-discipline knowledge by means of practical observation and theoretical study. In order to improve the understanding of self-discipline knowledge function value, the misunderstanding of teachers' self-discipline knowledge function value can be dispelled.
【作者单位】：宁夏大学教育学院;
【基金】：2010年国家社科基金“西部农村地区教师政策问题”(10BSH009) 2010年教育部全国教育科学“十一五”规划课题“教育学专业改造与学科建设”
【分类号】：G642.4

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