摘要
教师个体性知识的建构需要教师从改变自身内部环境做起:一是养成知识生产者的角色意识,完成从服从者向创新者、从教书匠向研究者、从孤军奋战者向合作共享者的角色转换;二是主动学习外界知识,通过理论知识的内在化和外在化,教育经验的社会化和个体化,实现外界知识向个体性知识的转变;三是培养反思能力,需要教师从多种视角并立足于实践进行反思以巩固个体性知识。
Construction of teachers＇ personal knowledge can be achieved by teachers changing themselves. Firstly, teachers should form the role consciousness of a knowledge producer, and accomplish the role innovation as follows： from receiver to innovator, from teacher to researcher, and from single-handed teaching to collaborative teaching. Secondly, teachers should learn initiatively from outside to achieve the conversion from external to personal knowledge by internalizing and externalizing theories, and socializing and personalizing educational experience. Thirdly, reflective ability should be cultivated in teachers, which requires that teachers reflect from various angles and on the basis of practice to consolidate personal knowledge.
出处
《江苏教育研究》
2008年第9期62-64,共3页
Jiangsu Education Research
关键词
教师
个体性知识
建构
teacher
personal knowledge
construction
