摘要
针对如何获得教师实践性知识的问题,运用文献分析和教育统计分析技术搜集了近十年来教师实践性知识形成在宏观和微观层面上的相关数据。宏观维度下,教师实践性知识形成及相关研究在横向和纵向上分别经历了两个发展阶段、三次发展变化。微观维度下,具体分析了每一发展过程的阶段性特征和研究者提出的有关教师实践性知识形成的精辟观点。旨在整体把握教师实践性知识形成的发展脉络,并为获得教师实践性知识提供具体的方法策略指导。
To solve the problem of how to get the teacher＇s practical knowledge, the technology of literature analysis and educational statistics analysis have been used to collect the relevant data of the teacher＇s practical knowledge from the macro and micro level in the past ten years. In the macro dimension, the formation of the teacher＇s practical knowledge and related research experienced respectively two stages of development in the horizontal, and three changes in the vertical. In the micro dimension, the stage characteristics of each develop- ment process and the researcher＇s penetrating views on the formation of the teacher＇s practical knowledge have been analyzed in detail. The aim is to grasp the development of the teachers＇ practical knowledge, and provide the concrete methods and strategies for obtaining the teachers＇ practical knowledge.
出处
《六盘水师范学院学报》
2017年第1期48-51,共4页
Journal of Liupanshui Normal University
关键词
教师
实践性知识
形成途径
teacher
practical knowledge
forming way
