摘要
当代教育知识已身陷“迷宫”,教师教育事业被拖入教育知识过度、超容的困境。教师教育语境中的“教育知识”是行动之知、动力之知与规则之知的合成物,它具有四重属性:表里性、事理性、多态性和过渡性。创造有效教师教育,教育知识的授受应该实现从“学术中心”“学理优先”“理论教学”“语言教学”向“实践中心”“教理优先”“立体教学”“行动教学”的适时转变。
Contemporary knowledge of education has been trapped into a“labyrinth”,and teacher education has been dragged into the dilemma of excessive educational knowledge and excess capacity.In the context of teacher education,“educational knowledge”is a combination of knowledge of action,power and rules,with four attributes:externality,eventuality,polymorphism and transition.In order to create effective teacher education,the ways of giving of educational knowledge should be transformed from“academic center”,“academic theory first”,“theoretical teaching”,and“language teaching”to“practice center”,“doctrine first”,“three-dimensional teaching”and“action teaching”.
作者
龙宝新
蔡婉怡
LONG Bao-xin;CAI Wan-yi(School of Education,Shaanxi Normal University)
出处
《教育理论与实践》
北大核心
2021年第28期3-9,共7页
Theory and Practice of Education
基金
中国基础教育质量监测协同创新中心项目“我国中小学教师负担和减负需求状况调查”的研究成果。
关键词
教育知识
教师教育
概念定位
授受之道
教理优先
立体教学
educational knowledge
teacher education
concept orientation
the way of giving
doctrine first
three-dimensional teaching
