【作者】 王俊；

【导师】 吴刚平；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 人们对知识的探讨由来已久,而对教师知识的系统研究则是近年来才兴起的。在国外,这种系统研究始于上世纪80年代。在国内,则要相对晚一些。但绝大多数研究者都是从教师所应具有的知识来谈这个问题,而缺乏对教师知识结构“实然”状态的关注。于是,在课程改革的背景下,教师到底拥有怎么样的知识这一问题便显得重要起来。 本研究在对传统教师知识结构进行批判及对知识观进行重新考察的基础上,立足于教师实际知识状态,重建了一套教师知识结构体系,并为优化和完善教师知识结构提出了一些可行的建议。 全文分为五个部分:第一部分为导言,主要介绍了本研究的缘起、研究方法及研究意义。第二部分是教师知识结构及批判,在对前人研究进行回顾与总结的基础上,提出了问题。第三部分是对知识的再认识,指出知识具有不确定性、个人性和缄默性,甚至无法被意识到,考察了中国传统文化中的知识观及波兰尼、哈耶克、波普尔等的知识观。第四部分是教师知识结构的重建,重建的教师知识结构包括七大部分,这七大部分具有内在整体性,并引入了案例。第五部分是教师知识结构的完善,提出了教师课程意识的觉醒、自我反思及交流机制的建立等建议。 本论文既有理论的分析,又有调查材料和案例的论证,使读者可以充分了解教师实然的知识结构,以期能给读者带来一些启发并能打开教师专业发展的新思路。更多还原

【Abstract】 For a long time, researchers have made an inquiry into knowledge, while a short time systematic study focus on teacher’s knowledge. The systematic study started from 1980s in other countries and a little later in China. But most researchers talked about what knowledge should a teacher have while not the real structure of teacher’s knowledge. So the question what knowledge does a teacher have becomes more and more important in the context of curriculum reform.This article criticizes the traditional standpoints on the structure of teacher’s knowledge, reconceptualizes the knowledge, reconstructrues the system of teacher’s knowledge and gives some advice for optimizing it on the base of the real state of teacher’s knowledge.The thesis consists of five parts. Part one: introduction, simply introducing the background, methods and meanings. Part two: criticizing the traditional viewpoint on the structure of teacher’s knowledge, posing the theme. Part three: reconceptualizing the knowledge, pointing out that the knowledge is uncertain, personal and tacit and even cannot be realized, inquiring the standpoints about knowledge of D.Polanyi, Friedrich von Hayek and Karl Popper. Part four: reconstructruing the system of teacher’s knowledge which consists of seven parts. Part five: giving some advice to develop teacher’s knowledge such as wakening the curriculum realization of a teacher, self-rethinking of a teacher and communicating with others.This thesis integrates theoretical analyses with the practical cases, which makes the readers understand clearer the real state of teacher’s knowledge. So ultimately ii can bring new views for teacher profession development.更多还原