基于“思维转向”的教师专业知识学习路径及策略
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摘要
基于知识结构的专业学习需要注重"兼顾与融合",基于知识类型的专业学习需要关注"明确与默会",基于知识属性的专业学习则要凸显"共享与治理"。教师专业知识学习的思维转向,需要在"学思结合"中形成教师的专业理性,在"学以致用"中生成教师的专业智慧,并将二者归于"问题解决"的专业学习路径。教师教育的课程教学活动需要重视概念思维与反省思维的有效提升,其考核评价要强调知识的深层学习及问题导向的知识应用。在教师教育的全程加强专业学习指导,并将多种思维工具融入教师教育的诸多环节,提升教师教育人才培养质量。
Professional learning based on knowledge structure, knowledge type, and knowledge attributes require different approaches, which can be described as "balance and integration", "clarity and silence", and "sharing and governance" respectively. Teachers' professional rationality needs to be formed through the combination of learning and thinking and teachers' professional wisdom needs to be generated by focusing on the aim of "learning to use", the two of which are then to be attributed to the professional learning path of"problem solving"so as to "turn the thoughts" concerning teachers' professional knowledge learning. It is worth emphasizing the promotion of conceptual thinking and reflection in teaching activities of teacher education, and the assessment and evaluation should attach importance to deep acquirement of knowledge and problem-oriented knowledge application.Professional learning guidance ought to be strengthened through the entire course of teacher education, in addition,the integration of various thinking tools into every aspect of teacher education can also effectively improve the quality of personnel training of teacher education.
Professional learning based on knowledge structure, knowledge type, and knowledge attributes require different approaches, which can be described as "balance and integration", "clarity and silence", and "sharing and governance" respectively. Teachers' professional rationality needs to be formed through the combination of learning and thinking and teachers' professional wisdom needs to be generated by focusing on the aim of "learning to use", the two of which are then to be attributed to the professional learning path of"problem solving"so as to "turn the thoughts" concerning teachers' professional knowledge learning. It is worth emphasizing the promotion of conceptual thinking and reflection in teaching activities of teacher education, and the assessment and evaluation should attach importance to deep acquirement of knowledge and problem-oriented knowledge application.Professional learning guidance ought to be strengthened through the entire course of teacher education, in addition,the integration of various thinking tools into every aspect of teacher education can also effectively improve the quality of personnel training of teacher education.
引文
[1]朱淑华,唐泽静,吴晓威.教师知识结构的学理分析——基于对西方教师知识研究的回溯[J].外国教育研究,2012,(11):118.
[2]辛涛,申继亮,林崇德.从教师的知识结构看师范教育的改革[J].高等师范教育研究,1999,(6):13.
[3]赵德芳,朱梦梦,杨娟.可演化的个人知识图建构及认知评估模型研究[J].现代远程教育研究,2017,(2)97-105.
[4]陈嘉明.“理解”的知识论[J].哲学动态,2016,(11):73-75.
[5]张建伟.基于问题解决的知识建构[J].教育研究,2000,(10):58-62.
[2]辛涛,申继亮,林崇德.从教师的知识结构看师范教育的改革[J].高等师范教育研究,1999,(6):13.
[3]赵德芳,朱梦梦,杨娟.可演化的个人知识图建构及认知评估模型研究[J].现代远程教育研究,2017,(2)97-105.
[4]陈嘉明.“理解”的知识论[J].哲学动态,2016,(11):73-75.
[5]张建伟.基于问题解决的知识建构[J].教育研究,2000,(10):58-62.