语境主义认识论视角下的教师知识发展理论及模式探究
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摘要
教师知识研究历经几十年的发展目前已产出丰硕的成果,在此期间教师知识概念的内涵不断拓宽,教师知识分类与发展理论频出,但同时也造成教师知识概念的模糊和混乱以及教师知识发展路径"非此即彼"的争论,对教师知识发展的研究造成很大的障碍。语境主义认识论是20世纪末发展起来的一种全新的认识论和知识观,主张知识判定标准的多元化,认为知识的产生和分类具有语境性和文化性,是一种广义的知识观。从语境主义认识论视角分析统合各类教师知识理论,重构教师知识发展的立体化、多元化框架,对于探寻教师知识发展规律和解决教师专业发展路径均具有重要的理论意义和现实意义。
Research on teacher knowledge has yielded fruitful outcomes in recent decades.It has broadened the concept of teacher knowledge,enriched its classification theory,but at the same time blurred the definition of Teacher Knowledge.What's more,a debate on the approaches to teacher development is on the rise from the confusion recently,which would become an obstacle for the follow-up studies.Traditional epistemology is trapped in its mono-standard of knowledge justification,unable to provide a heuristic framework for teacher knowledge development.Epistemological Contextualism is a multi-standard philosophy which has gained popularity since the end of last century.It is a broadened view of knowledge and upholds the belief of context-dependent of knowledge attribution and justification.Restructuring a teacher knowledge development model under the perspective of Epistemological Contextualism is significant in tackling the complexity and confusion in teacher knowledge research area.
Research on teacher knowledge has yielded fruitful outcomes in recent decades.It has broadened the concept of teacher knowledge,enriched its classification theory,but at the same time blurred the definition of Teacher Knowledge.What's more,a debate on the approaches to teacher development is on the rise from the confusion recently,which would become an obstacle for the follow-up studies.Traditional epistemology is trapped in its mono-standard of knowledge justification,unable to provide a heuristic framework for teacher knowledge development.Epistemological Contextualism is a multi-standard philosophy which has gained popularity since the end of last century.It is a broadened view of knowledge and upholds the belief of context-dependent of knowledge attribution and justification.Restructuring a teacher knowledge development model under the perspective of Epistemological Contextualism is significant in tackling the complexity and confusion in teacher knowledge research area.
引文
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(1)独立标度和自相似性是分形几何学的术语,指的是各个系统之间形状和细节规约性与动态系统相似,子系统与整体系统相似。
[2]范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2013.
[3]Ellis V.Subject Knowledge and Teacher Education[M].London:Continuum International Publishing Group Ltd.,2007.
[4]Shulman L.Knowledge and Teaching:Foundations of the New Reform[J].Harvard Educational Review,1987(1).
[5]Shulman L.Those Who Understand:Knowledge Growth in Teaching[J].Educational Researcher,1986(2).
[6]陈向明.理论在教师专业发展中的作用[J].北京大学教育评论,2008(1).
[7]Eraut M.Developing Professional Knowledge and Competence[M].London:The Falmer Press,1994.
[8]王婷婷,吴庆麟.个人认识论理论概述[J].心理科学进展,2008(1).
[9]Shon D.The Reflective Practitioner:How Professionals Think in Action[M].New York:Basic Books,1983.
[10]Galton M.Two Decades of Change in English Teacher Education:The Consequences of Neglecting Educational Theory[J].Asia-Pacific Journal of Teacher Education&Development,1999(2).
[11]魏屹东.认识的语境论形成的思想根源[J].社会科学,2010(10).
[12]Gee P.J.An Introduction to Discourse Analysis:Theory and Method[M].Beijing:Foreign Language Teaching and Research Press,2000.
[13]张志伟.从维特根斯坦的“语言游戏”说看哲学话语的困境[J].中国人民大学学报,2001(1).
[14]曹剑波.维特根斯坦论有意义的怀疑[J].华东师范大学学报:哲学社会科学版,2005(9).
[15]王娜.语境主义知识观:一种新的可能[J].哲学研究,2010(5).
[16]Lave J.&Wenger E.Situated Learning:Legitimate Peripheral Participation[M].Cambridge:Cambridge University Press,1991.
[17]杨翠蓉,胡谊,吴庆麟.教师知识的研究综述[J].心理科学,2005(5).
[18]Moore,A.Understanding the School Curriculum[M].London:Routledge,2015.
(1)独立标度和自相似性是分形几何学的术语,指的是各个系统之间形状和细节规约性与动态系统相似,子系统与整体系统相似。