教师实践性知识及其生成机制研究
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摘要
教师拥有不同与理论和学科专家的特有的知识——实践性知识。教师的实践性知识是教师建立在对个人生活史的评估和反思基础上的,被教师认可并在日常教育和教学活动中实际使用的、与情境相适应的动态的知识体系。实践性知识是教师进行教学判断、决策的基础,是指导教师进行教学的“看不见的手”,在教学现场中发挥着举足轻重的作用。教师是实践性知识的创造者和拥有者,这一研究打破了理论知识“一统天下”的局面,打开了对实践领域研究的新视野,为教师专业化的发展提供了基础。以此为契机,教师得到了“言说”的机会,通过讲述自己的教学故事、生活史、成长过程等,教师们改变了集体“失语”的尴尬状态,从教育研究的幕后走向前台,以“第一人称”这种最鲜活和灵动的方式展示了当前我国教师在教学实践中的真实面貌。通过中日两国教师实践性知识的多方面对比,笔者对实践性知识的理论问题进行了重构,并为两国教师提供对话和反思的平台,从而为教师实践性知识的更新,为教师更好地进行教学实践铺平了道路。各章内容概括如下:
导论部分,主要阐述选题的心路历程和研究意义,进行文献综述,列举研究方法。笔者查阅了欧美、中、日的大量文献资料,对目前的研究成果进行了总结与评价,力求在本研究中对所存在的问题有所突破。本文所采用的研究方法主要有:课堂观察、深度访谈、案例法和国际比较法等,笔者在中国的上海和日本的静冈县等各选择两所初中,对4所中学的14名语文教师的教师进行为期3-6个月的观察,与教师进行对话。并在上海和东京分别选择两位老师进行教学对比,对这两位教师讲授的《故乡》一课进行同期录像,分别向日本和中国的教师展示录像,以录像为切入点对其他的14名老师进行访谈,并进行解释和中日比较。
第一章首先,对实践性知识的定义进行了重新界定,在定义中对师实践性知识的本质、产生方式进行了说明。其次,总结实践性知识的性质:家族相似性、整体层次性、复杂矛盾性和时效性。本研究打破了实践性知识的完全“个人性”的研究假定,认为实践性知识除个人差异之外,还具有较大程度的文化相似。以教师个体和群体为研究对象,可知教师所属的群体越接近,其实践性知识的相似性越明显;实践性知识是整体的、难以分割的,同时又在表达可能性、定型程度方面存在差异;实践性知识不同表达方式之间存在差异,各种表达方式之间存在微妙的差异,因此是复杂矛盾的;而且实践性知识是对目前的情况有效的,随着情境的变化而发展,因此具有时效性,并非一成不变。
第二章对实践性知识的运作方式进行分析。首先,实践性知识包含着复杂的信念体系,以信念体系为准则判断,对教学情境以及情境中的因素进行价值判断、选择和取舍。这一信念体系是动态的,包含着大量的子系统,在不同的情境下体系中,各个信念要进行复杂的互动、变化和调整,从而保持对情境的敏感性。其次,实践性知识并非是一种“没有知识的知识”,而是包含着大量的综合性的知识,其中包括学科及其相关知识、策略知识、道德知识、人际知识等等,教师要根据情境对这些知识进行提取和重构,因此笔者称之为“生态知识群落”,它为实践性知识提供了智力支持。最后,实践性知识最重要的特征就是“对话性”,与情境的对话是实践性知识的动态灵魂,教师要在与环境的“对话”以及接受环境“回话”的过程中,不断做出判断,对相对确定的情境和不确定的情境做出不同方式的回应,促成不同的新情境的产生,从而形成连续的情境链锁索。
第三章,探索实践性知识的多种表达方式。尝试采用“语言”、“行动”和“隐喻”来展示教师的实践性知识。本章集中于“语言”表达,由于知识与语言有着天然的联系,而且实践性知识与教师的语言有着内在的逻辑,因此语言是实践性知识最直接、最便捷的表达方式。借鉴弗里曼等学者的研究成果,把教师的实践性知识分为“课程评价的知识”、“学生的知识”、“教学方法的知识”、“教学环境的知识”,根据分类将中日教师的“言说”进行了重构,并对中日教师的实践性知识进行了解释和对比,从而揭示实践性知识的共性特征和不同实践群体的文化特异性。
第四章继续探讨实践性知识的“行动”表达和“隐喻”表达。首先,实践性知识具有行动特性,记录在教师的身体中,在教学行动中凸现。笔者选取中日的两名教师教授《故乡》的案例,对两位教师进行了全程的“行动跟踪”。按照时间顺序分成三个阶段,从行动前:两份迥异的教学计划,到行动中:有趣的教学故事,再到行动后:他们在反思什么,对中日教师的教学行动过程进行“深描”,并对其进行了进一步的解释和比较。其次,“隐喻”以其独特的丰富性和深刻性,从一般叙说中提取出来,独当一面。中日多位教师用“隐喻”的方式解释了其工作性质、所担任的角色等,不同的隐喻表现了教师在情感、道德和认知等多维度的差异。
第五章揭示实践性知识的形成机制和更新途径。笔者不但按照时间顺序对教师的成长过程进行了全面考察,而且分析了他们人生中的各个阶段的境遇和因素与实践性知识之间的关系,并从认知思维的角度提出了实践性知识在人脑中形成的过程:即教师是通过个人对人生经验、理论知识等内容的建构,在实践共同体中进行协商和审议的基础上形成的,并通过个人和集体的反思而更新和发展,实践性知识只有得到共同体的认可才能真正被使用,因此实践共同体在教师实践性知识的形成过程中起到巨大作用。根据实践性知识的生成机制,借鉴日本教师的专业发展途径,笔者从教师教育和教师在职专业发展两方面提出了建议,为教师的成长勾勒了更加清晰的图景。
结语部分,对本研究进行总结,揭示了文章中存在的问题,进一步阐述了本研究未来的努力方向。希望通过理论工作者与教师之间的更加密切而有效的合作,形成教育理论与实践之间的和谐关系,从而促进教师的专业成长。
Teachers have a special kind of knowledge, which is called practical knowledge. It's based on their evaluation and reflection on their life histories, it's espoused and used by teachers in the everyday teaching, and it's a series of knowledge that fit for special situation. Practical knowledge is the base of teachers to make decisions; it's an "invisible hand" which directs teachers to teach. In a word, it plays a very important role in teaching. Practical knowledge is different from theory knowledge; it is created and possessed by teachers, so the research of practical knowledge tries to change the dominant position of theory knowledge, and form a new vision to practical field, and give some illuminations to the specialization of teachers. It's an opportunity for teachers to "talk", by telling their stories, episode and experiences, teachers change the embarrassing state of "silence", they rose to the stage from the curtain, and the practical discourse is well respected, teachers can express their practical knowledge in "first person", and the reality of teaching in our country is revealed in a vivid way. By comparing teachers' practical knowledge between China and Japan, the paper reconstructs the theory of practical knowledge, but also give the all the teachers opportunities to dialogue and reflect, in order to refresh their practical knowledge and perform better in teaching practice. The content of every chapter is summarized as follows.
First of all, the author explains the reasons why the topic was chosen, by checking previous researches, the some problems in the research are found, and the author tries to resolve them. The paper adopts a series of research methods, such as classroom observation, in-depth interview, case study and comparative method. 14 language teachers participate in the research, they come from 4 high schools in Shanhai and Japan, two of the teachers are choose to teach LuXun's "Gu xiang", and they are recorded by VCR, then the VCR was used as an interview hint.
Secondly, the paper redefines the term of practical knowledge, including explaining its essence, its elements and so on. Further more, it defends that practical knowledge represents special characters: family similarity, integrity, complexity and temporarily.
The research changes hypothesis that practical knowledge is totally personal, it's not only personal, but something similar in a special culture. The teacher more relevant and the practical knowledge is more resemble. practical knowledge is integrity, which is difficult to divide. There is various ways to express practical knowledge, but subtle difference is found among them, so practical knowledge is complex. Moreover, practical knowledge is changeable, it is useful for the moment and it will change with situation.
Thirdly, how practical knowledge works is discussed. Primarily, practical knowledge includes series of beliefs, the teaching situation and the element in the situation will be judged by beliefs. the series of belief is dynamic, including subsystem, various beliefs will be changed and adjusted with the situation .then, practical knowledge contains a great deal of integrated knowledge system, it comprises with subject knowledge ,knowledge of strategy, moral knowledge ,knowledge of relationship etc. The teachers will choose and reconstruct all kinds of knowledge, so it is called dynamic Knowledge community and it's the intelligent support of practical knowledge. The last but not the least, the teachers should dialogue with the situation, according to the "back-word", teachers make their judgments continuously, they will deal with certain and uncertain situation in different ways, and then new situation happens, it makes a chain of situations.
Fourthly, the paper tries to express practical knowledge by words, actions and metaphors. Knowledge is naturally related with the words, so the words are the most direct and most convenient way to express practical knowledge. In the paper, teacher's stories, evaluations and episodes are used to reveal practical knowledge. It is expressed in four different ways; they are knowledge of curriculum evaluation, knowledge of student, knowledge of instruction and knowledge of circumstance. The paper explains the practical knowledge of two countries, in order to disclose the different culture character of practical knowledge and explore the reasons.
Fifthly, teachers' practical knowledge is expressed by actions and metaphors. Practical knowledge is in the action; it is memorized in teachers' bodies, and will be showed in teaching actions. In this part, the author observes the two teachers from different countries who teaches "GuXiang", and notes their action in detail. The actions of two teachers are divided into three steps: before the action, in the action, and after the action. Based on the detailed depiction, the paper compares and analyzes the different action of two teachers. Although metaphor is one kind of word, it's special way to express practical knowledge. 14 teacher from 4 high schools describe the role they play in metaphors, and they also explain why they choose the metaphor, we can know better about the teachers' job, their roles in classroom and their sense of efficiency etc. moreover, the paper also analyzes the metaphors in affective dimension, moral dimension and cognitive dimension.
Sixthly, the paper explores the how the practical knowledge form and refresh. Teachers' growing tracks are recorded and analyzed; it involves the relationship between their experiences and practical knowledge. Furthermore, it also discusses the form progress in the mind from the cognitive perspective .namely, practical knowledge is constructed with teachers' experiences ,theory knowledge and so forth, and it will be reconsidered by the practical community, that's why the practical knowledge is familiar in the same community. So community plays very important role in teachers' development, it shouldn't be ignored. Practical knowledge will be refreshed and developed by personal and community reflection, and it's also the process of teachers' professional development .so according to the Japanese experiences, the paper recommends some suggestion to boost Chinese teachers' development both in teacher education and in-service education.
Finally, the author generalizes the research, discloses the problems and indicates the further work of the research, sponsors the cooperation between the researchers and the teachers.
导论部分,主要阐述选题的心路历程和研究意义,进行文献综述,列举研究方法。笔者查阅了欧美、中、日的大量文献资料,对目前的研究成果进行了总结与评价,力求在本研究中对所存在的问题有所突破。本文所采用的研究方法主要有:课堂观察、深度访谈、案例法和国际比较法等,笔者在中国的上海和日本的静冈县等各选择两所初中,对4所中学的14名语文教师的教师进行为期3-6个月的观察,与教师进行对话。并在上海和东京分别选择两位老师进行教学对比,对这两位教师讲授的《故乡》一课进行同期录像,分别向日本和中国的教师展示录像,以录像为切入点对其他的14名老师进行访谈,并进行解释和中日比较。
第一章首先,对实践性知识的定义进行了重新界定,在定义中对师实践性知识的本质、产生方式进行了说明。其次,总结实践性知识的性质:家族相似性、整体层次性、复杂矛盾性和时效性。本研究打破了实践性知识的完全“个人性”的研究假定,认为实践性知识除个人差异之外,还具有较大程度的文化相似。以教师个体和群体为研究对象,可知教师所属的群体越接近,其实践性知识的相似性越明显;实践性知识是整体的、难以分割的,同时又在表达可能性、定型程度方面存在差异;实践性知识不同表达方式之间存在差异,各种表达方式之间存在微妙的差异,因此是复杂矛盾的;而且实践性知识是对目前的情况有效的,随着情境的变化而发展,因此具有时效性,并非一成不变。
第二章对实践性知识的运作方式进行分析。首先,实践性知识包含着复杂的信念体系,以信念体系为准则判断,对教学情境以及情境中的因素进行价值判断、选择和取舍。这一信念体系是动态的,包含着大量的子系统,在不同的情境下体系中,各个信念要进行复杂的互动、变化和调整,从而保持对情境的敏感性。其次,实践性知识并非是一种“没有知识的知识”,而是包含着大量的综合性的知识,其中包括学科及其相关知识、策略知识、道德知识、人际知识等等,教师要根据情境对这些知识进行提取和重构,因此笔者称之为“生态知识群落”,它为实践性知识提供了智力支持。最后,实践性知识最重要的特征就是“对话性”,与情境的对话是实践性知识的动态灵魂,教师要在与环境的“对话”以及接受环境“回话”的过程中,不断做出判断,对相对确定的情境和不确定的情境做出不同方式的回应,促成不同的新情境的产生,从而形成连续的情境链锁索。
第三章,探索实践性知识的多种表达方式。尝试采用“语言”、“行动”和“隐喻”来展示教师的实践性知识。本章集中于“语言”表达,由于知识与语言有着天然的联系,而且实践性知识与教师的语言有着内在的逻辑,因此语言是实践性知识最直接、最便捷的表达方式。借鉴弗里曼等学者的研究成果,把教师的实践性知识分为“课程评价的知识”、“学生的知识”、“教学方法的知识”、“教学环境的知识”,根据分类将中日教师的“言说”进行了重构,并对中日教师的实践性知识进行了解释和对比,从而揭示实践性知识的共性特征和不同实践群体的文化特异性。
第四章继续探讨实践性知识的“行动”表达和“隐喻”表达。首先,实践性知识具有行动特性,记录在教师的身体中,在教学行动中凸现。笔者选取中日的两名教师教授《故乡》的案例,对两位教师进行了全程的“行动跟踪”。按照时间顺序分成三个阶段,从行动前:两份迥异的教学计划,到行动中:有趣的教学故事,再到行动后:他们在反思什么,对中日教师的教学行动过程进行“深描”,并对其进行了进一步的解释和比较。其次,“隐喻”以其独特的丰富性和深刻性,从一般叙说中提取出来,独当一面。中日多位教师用“隐喻”的方式解释了其工作性质、所担任的角色等,不同的隐喻表现了教师在情感、道德和认知等多维度的差异。
第五章揭示实践性知识的形成机制和更新途径。笔者不但按照时间顺序对教师的成长过程进行了全面考察,而且分析了他们人生中的各个阶段的境遇和因素与实践性知识之间的关系,并从认知思维的角度提出了实践性知识在人脑中形成的过程:即教师是通过个人对人生经验、理论知识等内容的建构,在实践共同体中进行协商和审议的基础上形成的,并通过个人和集体的反思而更新和发展,实践性知识只有得到共同体的认可才能真正被使用,因此实践共同体在教师实践性知识的形成过程中起到巨大作用。根据实践性知识的生成机制,借鉴日本教师的专业发展途径,笔者从教师教育和教师在职专业发展两方面提出了建议,为教师的成长勾勒了更加清晰的图景。
结语部分,对本研究进行总结,揭示了文章中存在的问题,进一步阐述了本研究未来的努力方向。希望通过理论工作者与教师之间的更加密切而有效的合作,形成教育理论与实践之间的和谐关系,从而促进教师的专业成长。
Teachers have a special kind of knowledge, which is called practical knowledge. It's based on their evaluation and reflection on their life histories, it's espoused and used by teachers in the everyday teaching, and it's a series of knowledge that fit for special situation. Practical knowledge is the base of teachers to make decisions; it's an "invisible hand" which directs teachers to teach. In a word, it plays a very important role in teaching. Practical knowledge is different from theory knowledge; it is created and possessed by teachers, so the research of practical knowledge tries to change the dominant position of theory knowledge, and form a new vision to practical field, and give some illuminations to the specialization of teachers. It's an opportunity for teachers to "talk", by telling their stories, episode and experiences, teachers change the embarrassing state of "silence", they rose to the stage from the curtain, and the practical discourse is well respected, teachers can express their practical knowledge in "first person", and the reality of teaching in our country is revealed in a vivid way. By comparing teachers' practical knowledge between China and Japan, the paper reconstructs the theory of practical knowledge, but also give the all the teachers opportunities to dialogue and reflect, in order to refresh their practical knowledge and perform better in teaching practice. The content of every chapter is summarized as follows.
First of all, the author explains the reasons why the topic was chosen, by checking previous researches, the some problems in the research are found, and the author tries to resolve them. The paper adopts a series of research methods, such as classroom observation, in-depth interview, case study and comparative method. 14 language teachers participate in the research, they come from 4 high schools in Shanhai and Japan, two of the teachers are choose to teach LuXun's "Gu xiang", and they are recorded by VCR, then the VCR was used as an interview hint.
Secondly, the paper redefines the term of practical knowledge, including explaining its essence, its elements and so on. Further more, it defends that practical knowledge represents special characters: family similarity, integrity, complexity and temporarily.
The research changes hypothesis that practical knowledge is totally personal, it's not only personal, but something similar in a special culture. The teacher more relevant and the practical knowledge is more resemble. practical knowledge is integrity, which is difficult to divide. There is various ways to express practical knowledge, but subtle difference is found among them, so practical knowledge is complex. Moreover, practical knowledge is changeable, it is useful for the moment and it will change with situation.
Thirdly, how practical knowledge works is discussed. Primarily, practical knowledge includes series of beliefs, the teaching situation and the element in the situation will be judged by beliefs. the series of belief is dynamic, including subsystem, various beliefs will be changed and adjusted with the situation .then, practical knowledge contains a great deal of integrated knowledge system, it comprises with subject knowledge ,knowledge of strategy, moral knowledge ,knowledge of relationship etc. The teachers will choose and reconstruct all kinds of knowledge, so it is called dynamic Knowledge community and it's the intelligent support of practical knowledge. The last but not the least, the teachers should dialogue with the situation, according to the "back-word", teachers make their judgments continuously, they will deal with certain and uncertain situation in different ways, and then new situation happens, it makes a chain of situations.
Fourthly, the paper tries to express practical knowledge by words, actions and metaphors. Knowledge is naturally related with the words, so the words are the most direct and most convenient way to express practical knowledge. In the paper, teacher's stories, evaluations and episodes are used to reveal practical knowledge. It is expressed in four different ways; they are knowledge of curriculum evaluation, knowledge of student, knowledge of instruction and knowledge of circumstance. The paper explains the practical knowledge of two countries, in order to disclose the different culture character of practical knowledge and explore the reasons.
Fifthly, teachers' practical knowledge is expressed by actions and metaphors. Practical knowledge is in the action; it is memorized in teachers' bodies, and will be showed in teaching actions. In this part, the author observes the two teachers from different countries who teaches "GuXiang", and notes their action in detail. The actions of two teachers are divided into three steps: before the action, in the action, and after the action. Based on the detailed depiction, the paper compares and analyzes the different action of two teachers. Although metaphor is one kind of word, it's special way to express practical knowledge. 14 teacher from 4 high schools describe the role they play in metaphors, and they also explain why they choose the metaphor, we can know better about the teachers' job, their roles in classroom and their sense of efficiency etc. moreover, the paper also analyzes the metaphors in affective dimension, moral dimension and cognitive dimension.
Sixthly, the paper explores the how the practical knowledge form and refresh. Teachers' growing tracks are recorded and analyzed; it involves the relationship between their experiences and practical knowledge. Furthermore, it also discusses the form progress in the mind from the cognitive perspective .namely, practical knowledge is constructed with teachers' experiences ,theory knowledge and so forth, and it will be reconsidered by the practical community, that's why the practical knowledge is familiar in the same community. So community plays very important role in teachers' development, it shouldn't be ignored. Practical knowledge will be refreshed and developed by personal and community reflection, and it's also the process of teachers' professional development .so according to the Japanese experiences, the paper recommends some suggestion to boost Chinese teachers' development both in teacher education and in-service education.
Finally, the author generalizes the research, discloses the problems and indicates the further work of the research, sponsors the cooperation between the researchers and the teachers.
引文
1 叶澜.思维在断裂处穿行——教育理论与实践关系的再寻找[J].中国教育学刊,2001(4):1-6.
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2 Schwab,J.J(1969).The practical:A language for education.School Review,78.(l),l-24.
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4 Max Van Manen.(1977).Linking Ways of Knowing with Ways of Being Practical.Curriculum Inquiry 6(3),205-227.
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4 Freema Elbaz(1983).Teacher Thinking:A Study of Practical Knowledge.New York:Nichols Publishing Company,p11.~-
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1 Elliot Eisner(2002).From episteme to phronesisi to artistry in the study and improvement of teaching.Teaching and Teacher Education,18,375-385.
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3 转引自石中英.知识转型与教育改革[M].北京:教育科学出版社,2001.230.
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3 Nicolai Hartmann.(1931).Ethics Volumel:Moral phenomena,New York:The Macmillan company.p47.
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1 Nicolai Hartmann(1931).Ethics Volumel:Moral phenomena.New York:The Macmillan company.p51.
2 Meijer.P.C.Verloop,N.& Beijaard,D.(1999).Exploring Language teachers'practical knowledge about teaching reading comprehension.Teaching and Teacher education,15(1),59-84.
1[美]约翰·杜威著,姜文闵译.我们怎样思维·经验与教育[M].北京:人民教育出版社,1991.228-229.
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1 Grossman,P.L.(1990).The Making of Teacher:teacher knowledge and teacher education.New York:Teachers College Press.p 132.
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1 Elliot Eisner(2002).From episteme to phronesis to artistry in the study and improvement of teaching.Teaching and Teacher Education,18,375-385.
1 Doyle.W.(1986).Classroom organization and management,in MC.Wittrock(Ed.),Handbook of Research on Teaching(pp392-431).New York:Macmillan,
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1 Cary A.Buzzelli &Bill Johnston(2002).The Moral Dimensions of Teaching.New York:RoutledgeFalmer.p8.
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3 Nicolai Hartmann(1931).Ethics Volumel:Moral phenomena,New York:The Maemlllan company.p32.
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3 Cary A.Buzzelli & Bill Johnston(2002).The Moral Dimensions of Teaching.New York:Routledge Falmer.p120.
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2 夏征农.辞海[M].上海:上海辞书出版社,1989.980.
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5[日]佐藤学著,钟启泉译.课程与教师[M].北京:教育科学出版社,2003.370.
1 范国睿、程灵主编.诗意的追求[M].上海:华东师范大学出版社,2007.5.
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1 Donald.A.Schon(1992).The Theory of Inquiry:Dewey' s Legacy to Education.Curriculum Inquiry(22),119-139.
2 刘汉霞.教师的实践知识:教师专业化的知识转向[J].教育探索,2006(1):116-118.
3[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.33.
1 邓友超.论当代解释学关照下教育情境的特征[J].华东师范大学(教育科学版),2005(1):1-6.
2 见:Doyle.W(1986).Classroom organization and management,in MC.Wittrock(Ed.),Handbook of Research on Teaching(pp392-431).New York:Macmillan Company.
1[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.33.
1 见:[法]皮埃尔·布迪厄.著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.134-178.
1[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.173.
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3[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社.1998.181.
1[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.175.
1[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.23.
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1 刘汉霞.教师的实践知识:教师专业化的知识转向[J].教育探索,2006(1):116-118.
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3[加]马克斯·范梅南.教育敏感性和教师行动中的实践性知识[J].北京大学教育评论,2008(1):2-20.
1见:[加]马克斯·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.165、247.
2[加]马克斯·范梅南著.李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.144.
1[加]马克斯·范梅南.教育敏感性和教师行动中的实践性知识[J].北京大学教育评论,2008(1):2-20.
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1 Magdalene Lampert(1985).How Do Teachers Manage to Teach? Perspectives on Problems in Practice.Harvard Educational Review 55(2):178-194.
1 王晓升.走出语言的迷宫——后维特根斯坦哲学概述[M].北京:社会科学文献出版社,1999.100-101.
2 王晓升.走出语言的迷宫——后维特根斯坦哲学概述[M].北京:社会科学文献出版社,1999.103.
3 Paulien C.Meijer,Nico Verloop.& Douwe Beijaard.(1999).Exploring language teachers' practical knowledge about teaching reading comprehension.Teaching and Teacher Education,15,59-84.
4 Freema Elbaz(1983).Teacher Thinking:A Study of Practical Knowledge.New York:Nichols Publishing Company,p11.~-
1 Clandinin,D.J.& Connelly,F.M.(1987).Teachers' personal knowledge:What counts as ‘personal 'in studies of the personal.Curriculum Studies,19(6),487-500.
2[日]佐藤学.教师的难题——走向反省的实践[M].东京:世织书房,1997.41-42.
3 Clandinin.D.J.(1985).Personal practical knowledge:A Study of Teachers' Classroom Images.Curriculum Inquiry 15,361-385.
1 Elliot Eisner(2002).From episteme to phronesisi to artistry in the study and improvement of teaching.Teaching and Teacher Education,18,375-385.
2[美]小威廉姆 E.多尔著,王红宇译.后现代课程观[M].北京:教育科学出版社,2000.232.
1 石中英.知识转型与教育改革[M].北京:教育科学出版社,2001.229.
2 王晓升.走出语言的迷宫——后期维特根斯坦哲学概述[M].北京:社会科学文献出版社,1999.114.
3 哈耶克著,邓正来译.个人主义与经济秩序[M].北京:生活·读书·新知三联书店,2003.63、68.
1 转引自钟启泉.教育的挑战[M].上海:华东师范大学出版社,2008.313.
2 钟启泉.教育的挑战[M].上海:华东师范大学出版社,2008.313.
3 马永翔.心智、知识与道德——哈耶克的道德哲学及其基础研究[M].北京:生活·读书·新知三联书店.2006.357.
1 Gladwell,M.(2000).The Tipping Point.Boston,MA:Little,Brown&Company,pl60.
2 Connelly,F.M.&Clandinin.D.J(1997).teachers'personaIpracticalknowledgeontheprofessionallandscape.teaching and teacher education.7:665-674.
1 Borko,H.,& Putnam,R.(1996).learning to teach.In D.C.Berliner & R.C.Calfee(Eds.).Handbook of educational Psychology(pp.673-708).New York:Macmillan.
2 刘汉霞.教师的实践知识:教师专业化的知识转向[J].教育探索,2006:116-118.
3 转引自石中英.知识转型与教育改革[M].北京:教育科学出版社,2001.230.
1 Clandinin.D.J.(1985).Personal practical knowledge:A Study of Teachers' Classroom Images.Curriculum Inquiry 15,361-385.
2 Argyris & Schon(1974).Reflective practice for education.in Karen F.Osterman.,Robert.B.Kott.Kamp.&Karen.F(Eds)Improving Schooling Through Professional Development(pp132-140).CA:Corwin Press.
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1 Alison L.Black.& Gail Halliwell.(2000).Aecessing practical knowledge:how? Why? Teaching and Teacher Educaton,16,103-115.
2 Magdalene Lampert.(1985).How Do Teacher Manage to teach? Perspectives on Problems in practice.Harvard Educational Review,55(2),178-195.
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1 Kirsi Tirri Jukka Husu,& Pertti Kansanen(1999).The Epistemological Stance Between the Knower and the Known.teaching and teacher education,15,911-922.
2 马永翔.心智、知识与道德——哈耶克的道德哲学及其基础研究[M].北京:生活·读书·新知三联书店,2006.208.
3 Magdalene Lampert(1985).How Do Teacher Manage to teach? Perspectives on Problems in practice.Harvard Educational Review,55(2),178-195.
1[德]汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法—哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.33.
1 徐碧美著,陈静、李忠如译.追求卓越——教师专业发展案例研究[M].北京:人民教育出版社,2003.68.
2 Connelly,F.M.,& Clandinin,D.J.(1994).Telling teaching stories.Teacher Education Quarterly,21(1),145-158.
3[美]约翰·杜威.我们怎样思维·经验与教育[M].北京:人民教育出版社,1991.4.
4 林传鼎,陈锦永,张厚粲.心理学辞典[M].南昌:江西科学技术出版社,1986.307-308.
1 Pajares,F.(1992).Teacher's beliefs and Educational Research:Cleaning up a Messy Concept.Review of Educational Research,62(3),307-332.
2 Porter,A.C.& Freeman,K.J(1986).Professional orientations:An essential domain for teacher testing.Journal of Nogro Education,55,284-292.
3 Calderhead,J(1996).Teachers:Beliefs and Knowledge.In Berliner,D.C.and Calfee.R.C.(Ed),Handbook of Educational Psychology(pp56-67).New York:Macmillan.
4 Ulichny.P.(1996)What's in a Methodology?[A].In D.Freeman and J.C.Richards(eds).Teacher Learning in Language Teaching(ppl69-182).New York:Cambridge University Press.
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1 谢翌、马云鹏.教师信念的形成与变革[J].比较教育研究,2007(6):31-35.
2 李德顺.价值学大辞典[M].北京:中国人民大学出版社,1995.829.
3 Nicolai Hartmann.(1931).Ethics Volumel:Moral phenomena,New York:The Macmillan company.p47.
1 许为勤.布伦塔诺(Brentano)价值哲学[M].贵阳:贵州人民出版社,2004.182.
2 董世峰.价值:哈特曼对道德基础的构建[M].北京:光明日报出版社,2006.110.
3 董世峰.价值:哈特曼对道德基础的构建[M].北京:光明日报出版社,2006.89.
1 Ambrose.R(2001).Catalyzing Chang in Preservice Teachers' Beliefs:Effects of the Mathematics Early Field Experience[R].Seattle,WA:Paper presented at the annual meeting of the American Educational Research Association.
1 Peterman F.(1991).An experienced teacher's emerging constructivist about teaching and learning.Presented at Annual Meeting of American Educational Research Association,Chicago.
1 Nicolai Hartmann(1931).Ethics Volumel:Moral phenomena.New York:The Macmillan company.p51.
2 Meijer.P.C.Verloop,N.& Beijaard,D.(1999).Exploring Language teachers'practical knowledge about teaching reading comprehension.Teaching and Teacher education,15(1),59-84.
1[美]约翰·杜威著,姜文闵译.我们怎样思维·经验与教育[M].北京:人民教育出版社,1991.228-229.
2 岳欣云.理论先行还是实践先行—兼议教育理论研究者与教师的关系[J].教师教育研究,2004(6):41-65.
3 见:叶澜.新世纪教师专业素养初探[J].教育研究与实验.1998(1):41-46.
1 Grossman,P.L.(1990).The Making of Teacher:teacher knowledge and teacher education.New York:Teachers College Press.p 132.
2[法]皮埃尔·布迪厄.实践理性——关于行动的理论[M].北京:生活·读书·新知三联书店.2007.1.
3 见:赵昌木.教师成长论[M].兰州:甘肃教育出版社,2004.80.
1 Elliot Eisner(2002).From episteme to phronesis to artistry in the study and improvement of teaching.Teaching and Teacher Education,18,375-385.
1 Doyle.W.(1986).Classroom organization and management,in MC.Wittrock(Ed.),Handbook of Research on Teaching(pp392-431).New York:Macmillan,
2 见:陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002.139-143.
1 Cary A.Buzzelli &Bill Johnston(2002).The Moral Dimensions of Teaching.New York:RoutledgeFalmer.p8.
2[加]马克斯·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.89.
3 Nicolai Hartmann(1931).Ethics Volumel:Moral phenomena,New York:The Maemlllan company.p32.
1[日]佐藤学著,钟启泉译.学习的快乐——走向对话[M],北京:教育科学出版社,2004.191.
1 周建平.追寻教学道德——当代中国教学道德价值问题研究[M].北京:教育科学出版社,2006.51.
2[加]马克斯·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.59.
3 Cary A.Buzzelli & Bill Johnston(2002).The Moral Dimensions of Teaching.New York:Routledge Falmer.p120.
4[加]马克斯·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.84.
1 周建平.追寻教学道德——当代中国教学道德价值问题研究[M].北京:教育科学出版社,2006.80.
2[德]卡尔·雅斯贝尔斯著,邹进译.什么是教育[M].北京:生活·读书·新知三联书店,1991:3.
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1[日]佐藤学著,钟启泉译.学习的快乐——走向对话[M].北京:教育科学出版社,2004.18、20.
2[德]哈贝马斯著,张博树译,交往与社会进化[M].重庆:重庆出版社,1989.3.
1[日]佐藤学著,钟启泉译.学习的快乐——走向对话[M].北京:教育科学出版社,2004.48.
1[日]佐藤学著,钟启泉译.课程与教师[M],北京:教育科学出版社,2003.391.
2 夏征农.辞海[M].上海:上海辞书出版社,1989.980.
3 John Dewey(1938).Logic:the Theory of Inquiry.New York:Holt,Rinehart and Winston.P106
4 见:[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.134.
5[日]佐藤学著,钟启泉译.课程与教师[M].北京:教育科学出版社,2003.370.
1 范国睿、程灵主编.诗意的追求[M].上海:华东师范大学出版社,2007.5.
2[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.33.
1 Donald.A.Schon(1992).The Theory of Inquiry:Dewey' s Legacy to Education.Curriculum Inquiry(22),119-139.
2 刘汉霞.教师的实践知识:教师专业化的知识转向[J].教育探索,2006(1):116-118.
3[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.33.
1 邓友超.论当代解释学关照下教育情境的特征[J].华东师范大学(教育科学版),2005(1):1-6.
2 见:Doyle.W(1986).Classroom organization and management,in MC.Wittrock(Ed.),Handbook of Research on Teaching(pp392-431).New York:Macmillan Company.
1[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.33.
1 见:[法]皮埃尔·布迪厄.著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.134-178.
1[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.173.
2[法]菲利普·柯尔库夫.新社会学[M].北京:社会科学文献出版社,2000.36.
3[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社.1998.181.
1[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.175.
1[法]皮埃尔·布迪厄著,李猛等译.实践与反思——反思社会学引导[M].北京:中央编译出版社,1998.23.
2[美]唐纳德·A.舍恩著,夏清林译.反映的实践者——专业工作者如何在行动中思考[M].北京:教育科学出版社,2007.116.
3 见[加]马克斯·范梅南.教育敏感性和教师行动中的实践性知识[J].北京大学教育评论,2008(1):2-20.
1 刘汉霞.教师的实践知识:教师专业化的知识转向[J].教育探索,2006(1):116-118.
2[加]马克斯·范梅南.教育敏感性和教师行动中的实践性知识[J].北京大学教育评论,2008(1):2-20.
3[加]马克斯·范梅南.教育敏感性和教师行动中的实践性知识[J].北京大学教育评论,2008(1):2-20.
1见:[加]马克斯·范梅南著,李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.165、247.
2[加]马克斯·范梅南著.李树英译.教学机智——教育智慧的意蕴[M].北京:教育科学出版社,2001.144.
1[加]马克斯·范梅南.教育敏感性和教师行动中的实践性知识[J].北京大学教育评论,2008(1):2-20.
1 D.Jean Clandinin.,F.Michael Connelly.Teachers' personal knowledge:What counts as ‘personal' in studies of personal.Curriculum Studies,1987.19.(6),487-500.
2[德]海德格尔著,郜元宝、张汝伦译.人诗意地安居[M].桂林:广西师范大学出版社,2000.1.
3 见:[德]海德格尔著,郜元宝、张汝伦译.人诗意地安居[M].桂林:广西师范大学出版社,2000.5.
1[加]马克思·范梅南著.宋光文等译.生活体验研究——人文科学视野中的教育学[M].教育科学出版社,2003.24.
2[德]海德格尔.存在与时间,1979年德文版,p150.转引自汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法——哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.45
3[德]汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法——哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.8.
4[德]汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法——哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.8.
1[德]汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法——哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.228.
2[德]汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法——哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.248.
1 Connelly,F.Michael,& D.Jean Clandinin,1988.Teachers as curriculum planners:Narratives of experience.New York:teachers College.1925.
2 见:[德]哈贝马斯著,郭官义、李黎.认识与兴趣.学林出版社,1999.156.
1[加]马克思·范梅南著.宋光文等译.生活体验研究——人文科学视野中的教育学.教育科学出版社,2003.49.
2 转引自贺翠香.劳动·交往·实践——论哈贝马斯对历史唯物论的重建[M].中国社会科学出版社,2005.115.
3 见:孙周兴选编.海德格尔选集[M].上海三联书店,1996.981.
1[德]汉斯-格奥尔格·伽达默尔著,洪汉鼎译.真理与方法——哲学解释学的基本特征(上卷)[M].上海:上海译文出版社,1992.10.
2[奥]维特根斯坦著、陈嘉映译.游戏规则——维特根斯坦神秘之物沉默集[M].太原:山西师范大学出版社,2003.5.
3 王晓升.走出语言的迷宫——后期维特根斯坦哲学概述[M].北京:社会科学文献出版社,1999.69.
4 王晓升.走出语言的迷宫——后期维特根斯坦哲学概述[M].北京:社会科学文献出版社,1999.42.
1 见:[德]尤尔根·哈贝马斯著,曹卫东译.交往行为理论——(第一卷)行为合理性与社会合理性[M].上海:上海人民出版社,2004.100.
2[加]马克思·范梅南著.宋光文等译.生活体验研究——人文科学视野中的教育学[M].北京:教育科学出版社,2003.4.
1[日]佐藤学著,钟启泉译.学习的快乐——走向对话[M].北京:教育科学出版社,2004.159.
2 Freema Elbaz(1983).Teacher Thinking:A Study of Practical knowledge.New York:Nichols Publishing Company.p 14.
3 Freema Elbaz(1983).Teacher Thinking:A Study of Practical knowledge.New York:Nichols Publishing Company.p 22.
1 林中智、马云鹏.课程评价模式及其对课程改革的启示[J].教育研究,1997(9):31-36.
1[日]佐藤学著,钟启泉译.课程与教师[M].北京:教育科学出版社,2003.370.
2 钟启泉.教育的挑战[M],上海:华东师范大学出版社,2008.218.
1[美]约翰·杜威著,王承绪译.民主主义与教育[M].北京:人民教育出版社,2001.180.
1 田慧生.教学环境论[M].南昌:江西教育出版社,1996.2.
1 康永久.教育制度的生成与变革[M].北京:教育科学出版社,2003.24.
2[美]约翰·I·古德莱德著,苏智玲、胡玲、陈建华译.一个称作学校的地方[M].上海:华东师范大学出版社,2006.182.
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