摘要
在近几年教学知识的研究热流中，“理论性教学知识”与“实践性教学知识”这对概念以或明或暗的形式涌现并凸现出来，成为人们认识与理解教学知识的一对核心概念。由于理论性教学知识与实践性教学知识在产生、传播、应用等方面的异质性，二者表现出一定的分离形态，即域间式分离、断层式分离和散点式分离。而基于理论性教学知识与实践性教学知识的内在统一性，教学知识的统整路径便得以展现，即连接式统整、层级式统整与全景式统整。
In recent years, theoretical knowledge of teaching and the practical knowledge of teaching have appeared in explicit and implicit ways among the current research of the knowledge of teaching, which become a pair of key concepts and help people know and understand the knowledge of teaching. Because of the heterogeneity in forming, spreading and application, the two kinds of knowledge show a certain form of separation, that is, filed pattern separation, fault age pattern separation and splashed pattern separation. And based on the inner integrity of them, the integration of the knowledge of teaching can be achieved, that is, link pattern integration, rating pattern integration and panorama pattern integration.
出处
《课程．教材．教法》
CSSCI
北大核心
2009年第1期28-34,共7页
Curriculum，Teaching Material and Method
关键词
教学知识
理论性教学知识
实践性教学知识
分离
统整
knowledge of teaching
theoretical knowledge of teaching
practical knowledge of teaching
separation
integration
