摘要
教师实践知识生成的行动-反思路径包含行动中反思、对行动的反思和为了行动的反思三个层次,是教师实践知识生成的内在必然要求。首先,行动-反思有助于教师学习如何教学,是教师实践知识生成的前提条件;其次,行动-反思有助于积累教学经验,是教师实践知识生成的主要来源;最后,行动-反思是促使教师实践知识内涵层次之间不断完善的主要动力,即有助于实现从为了实践的知识、实践中的知识到以实践为目的的知识之间的顺利转换。基于不同层次的行动-反思,教师的实践知识得以生成。
The action-reflection path of the generation of teacher's practical knowledge,which is the inherent requirement for the generation of teacher practical knowledge,involves three dimensions:reflection-on-action,reflection-in-action and reflection-of-action.Firstly, action-reflection is the prerequisite of the generation of teacher's practical knowledge which helps teachers learn how to teach.Secondly,action-reflection is the major source of teacher's practical knowledge which helps teacher to accumulate teaching experiences.Finally,action-reflection is the major driving force of promoting the transformation among three dimensions of teacher's practical knowledge,in other words,it helps to smoothly transform knowledge-for-practice,knowledge-in-practice to knowledge-of-practice.Through action-reflection at various levels,teacher's practical knowledge is finally formed.
作者
杨鑫
YANG Xin(Northwest Minority Education Development Research Center, Lanzhou 730070, Chin)
出处
《广西师范大学学报(哲学社会科学版)》
2018年第2期112-120,共9页
Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)
基金
国家社会科学基金"十三五"规划2016年度教育学青年项目(CMA160165)
甘肃省社科规划项目(YB041)
西北师范大学2016年度青年教师科研提升计划项目(SKGG16005)
关键词
教师实践知识
行动-反思
知识生成
teacher's practical knowledge
action reflection
knowledge generation