教师的文化知识:创造教学的当下意义及其改进的无限可能——密西根大学Kathryn M.Anderson-Levitt教授

发布时间：2018-03-30 16:57

本文选题：教学的文化知识　切入点：当下意义　出处：《全球教育展望》2011年10期

【摘要】：凯瑟琳M.安德森-莱维特教授从教育人类学的视角研究教师知识及其教学。她将教师的文化知识定义为教师所具有的知识、信念、态度,以及教师用以完成教学的实践中的知识;它包括教师从教育学院和实际工作中获得的专业知识,也包含了对课堂、儿童和教学的常识性理解和想当然的知识。她通过人类学的田野研究,得出教师文化知识的五个类别:安排学年课程的知识、组织教学活动的知识、评价学生学习的知识,解释并补救学业失败的知识,以及实践中的知识。她发现,存在着一种对学校教育的跨国理解,或者说,存在着全球化的共同的教育话语,但是在本土层面,学校教学和改革却存在深刻的文化差异。
[Abstract]:Catherine M. Anderson - Professor Leavitt from the perspective of teachers' knowledge of Anthropology of education and teaching. She defines teachers' cultural knowledge for teachers with the knowledge, beliefs, attitudes, and teachers to complete teaching practice knowledge; it includes professional knowledge for teachers from the College of education and practical work, including in the classroom, teaching children and common sense and knowledge. She most probably it did not actually happen through the field of anthropology, the five categories that teachers' cultural knowledge: knowledge of the academic course arrangement, teaching activities and evaluation of student learning knowledge, knowledge, interpretation and remediating failure knowledge, knowledge and practice. She found that there is a kind of international understanding, on school education or that there is a common discourse of globalization of education, but at the local level, school teaching and reform are Profound cultural differences.

【作者单位】：云南师范大学教育科学与管理学院;
【基金】：王艳玲主持的国家社会科学基金教育学青年课题“西南少数民族地区多元文化背景下教师能力与有效培训研究”(编号:CMA090129)的成果之一
【分类号】：G420

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