【摘要】 让教师成为知识生产者,已成为全球教师专业发展趋势,并持续推动教育理论的创新。这一转变的媒介根源在于,知识生产中的媒介定位已从“功能补予”拓展为“建构性力量”;受此驱动,知识生产的主体性根基也从“意识优先”转向“身体先在”。沿循口语媒介、文字与印刷媒介和数字媒介的媒介变迁,教师知识生产随之经历了经验理性、科学理性以及具身理性的主体性偏向历程。未来,需在“非同一性”原则中唤醒教师知识生产的主体自觉,以“共同体德性”涵养教师知识生产的专业伦理以及在“理实融通”中培育教师知识生产的理论品格,为建构中国教育学自主知识体系提供来自教师实践的视角与路径。更多还原

【Abstract】 Empowering teachers to become knowledge producers has emerged as a global trend in teacher professional development, continually driving innovation in educational theory. The underlying media-driven shift stems from the evolving role of media in knowledge production, which has expanded from a " supplementary function" to a " constructive force. " This transition has redirected the foundational basis of knowledge production subjectivity from " consciousness-first" to " embodiment-first. " Following the evolution of media—from oral communication, to writing and printing, to digital media—the subjectivity orientation of teachers’ knowledge production has progressed through stages of experiential rationality, scientific rationality, and embodied rationality. Looking ahead, it is essential to awaken teachers’ subjective consciousness in knowledge production under the principle of "non-identity," cultivate the professional ethics of teachers’ knowledge production through " community virtue," and foster the theoretical character of teachers’ knowledge production by integrating theory with practice. These steps will provide perspectives and pathways rooted in teacher practice for constructing China’s independent knowledge system in education.更多还原