解析“教師實踐知識”

楊鑫, 霍秉坤

Research output: Contribution to journalArticles

Abstract

很多學者從不同角度探究教師實踐知識,但對該概念的理解、使用方面的差異很大。以國內外不同學者對教師實踐知識的研究為基礎,解析教師實踐知識的定義、教師實踐知識的內容及分類、教師實踐知識的特點,目的在於釐清“教師實踐知識”這一概念的內涵,為研究者更準確地使用教師實踐知識這一概念提供文獻依據。
Many scholars inquired teacher’s practical knowledge in various aspects, but there were great differences in the understanding and using of the concept in their articles and research in Mainland China. This situation hindered the effective communication in research field. Thus, this article, on the basis of the opinions and ideas of scholars, aims at analyzing the intention, content, categorization, and characteristics of teacher’s practical knowledge. It also distinguishes the essence of the concept of teacher’s practical knowledge to avoid any misuse of the term in the research field. Copyright © 2011 西北師範大學.
Original languageChinese (Traditional)
Pages (from-to)29-35
Journal當代教育與文化
Volume3
Issue number5
DOIs
Publication statusPublished - Sep 2011

Citation

楊鑫和霍秉坤(2011):解析“教師實踐知識”,《當代教育與文化》,3(5),頁29-35。

Keywords

  • 教師
  • 實踐知識
  • 內涵
  • Teacher
  • Practical knowledge
  • Essence
  • Alt. title: An analysis of the concept of teacher’s practical knowledge