【摘要】 受以知识旁观者理论为代表的传统认识论影响,现阶段教学专长研究将教师视作知识的局外人游离于研究框架外。认知主体缺位造成了教学专长研究主客对立、身心分离、理性与非理性割裂等问题,疏漏了教师在"知"与"行"差异空间中通过认知、探索而生产获得知识的过程,无法完整解释教学专长现象,造成了教学专长研究视野窄化、解释力不足、有效性差等研究困境。技能性知识以现象学、科学实践哲学等为鉴,将认知主体还原到认知论框架中,通过对认知主体行动的关注消弭主客、身心等二元对立,启发教学专长探索关注教师认知行动主体地位。更多还原

【Abstract】 The absence of cognitive subject leads to such problems as the opposition between subject and object,separation of body and mind,separation of rationality and irrationality in teaching expertise,and neglects the process of acquiring knowledge through cognition and exploration in the space of difference between"knowledge"and"action",which cannot fully explain the phenomenon of teaching expertise and result in research difficulties such as narrow field of vision,insufficient explanatory power and poor effectiveness. Skilled knowledge draws lessons from phenomenology,philosophy of scientific practice,restores the cognitive subject to the epistemological framework,and eliminates the binary opposition between subject and object,body and mind by paying attention to the actions of the cognitive subject,thus inspiring teaching expertise to explore and focus on the subject status of teachers’ cognitive action.更多还原