| 试论科学课教师专业化发展的知识结构 |
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| 引用本文： | 倪俊超,周青.试论科学课教师专业化发展的知识结构[J].陕西教育学院学报,2007,23(2):114-117. |
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| 作者姓名： | 倪俊超 周青 |
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| 作者单位： | 1. 陕西教育学院化学系,陕西西安,710061
2. 陕西师范大学化学与材料科学学院,陕西西安,710062 |
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| 摘 要： | 从显性知识与隐性知识的角度构建科学课教师的知识结构,可以为科学课教师的职前培养和职后培训课程内容的制定找到理论的依据,有助于科学课教师把理论知识有效地运用到教学实践中,促进科学课教师专业化的实现。我们应既重视科学课教师显性知识的建构,同时也应挖掘和构建科学课教师的隐性知识,让教师在显性知识和隐性知识的比较和转换中,形成具有个性特征的知识结构。
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| 关 键 词： | 专业化 科学课教师 显性知识 隐性知识 |
| 文章编号： | 1008-598X（2007）02-0114-04 |
| 修稿时间： | 2007-03-12 |
Discussion on the Knowledge Structure of Promoting Science Teacher's Specialization |
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| NI Jun-chao,ZHOU Qing.Discussion on the Knowledge Structure of Promoting Science Teacher''''s Specialization[J].Journal of Shaanxi Institute of Education,2007,23(2):114-117. |
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| Authors: | NI Jun-chao ZHOU Qing |
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| Abstract: | We set up science teacher's knowledge structure from the angle of implicit knowledge and explicit knowledge,from which we can find the theoretical basis for the course of initial science teacher education and the training contents of in-service science teacher.We should attach importance to the tacit knowledge and explicit knowledge simultaneously to help science teachers form personal knowledge structure. |
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| Keywords: | specialization science teacher tacit knowledge explicit knowledge |
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