| 理念性存在:教师实践性知识的人学思考 |
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| 引用本文： | 张旭,;刘胡权.理念性存在:教师实践性知识的人学思考[J].当代教育与文化,2014(4):80-84. |
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| 作者姓名： | 张旭 ;刘胡权 |
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| 作者单位： | [1] 21世纪教育研究院,北京100088; [2] 北京师范大学 教育学部,北京100875 |
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| 摘 要： | 教师实践性知识作为教师在教育教学情境中对自身与他人教育经验的借鉴与升华形成的客观知识,对于提升教师职业专业化、增强教师主体性存在等具有重要意义。基于教师实践性知识作为理念性存在的前提下,对现行教师实践性知识研究进行批判,且以其主体——教师为视角对其开展全新研究,并积极探索立足于生活、建构、理解、实践基础上的教师实践性知识研究体系。
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| 关 键 词： | 教师实践性知识 理念性存在 人学思考 |
Conceptual Existence：Teacher Practical Knowledge from the Perspective of Humanology |
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| Institution: | ZHANG Xu, LIU Hu-quan (1. 21 Century Research Institute, Beijing, 100088, PRC; 2. Education Department, Beijing Normal University, geiiing, 100875, PRC) |
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| Abstract: | Teacher practical knowledge is the objective knowledge teachers construct in teaching contexts w hile learning from and continously perfecting their ow n and other people ’ s teaching experiences . It is of great significance for the specialization of the teacher profession and the enhancement of teachers＆#39;conceptual existence .In the future ,researchers must take teacher practical knowledge as their conceptual existence , make critical review on the previous studies on teacher practical knowledge , carry out studies from the perspective of teachers ,and try to explore a research system for teacher practical knowledge on the basis of life ,construction ,understanding and practice .These will be of particular significance to the multi-dimention construction of teacher practical knowledge . |
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| Keywords: | teacher practical knowledges conceptual existence humanology |
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