本文選題：傳統(tǒng)識知　切入點：個人識知　出處：《當(dāng)代教育科學(xué)》2017年11期

【摘要】：傳統(tǒng)理性主義知識觀將知識看作外在的、客觀的、絕對的、普遍的真理系統(tǒng),從而表現(xiàn)出諸多"去個性化"特征,這成為導(dǎo)致教師知識發(fā)展及教育實踐活動出現(xiàn)一系列癥結(jié)的根源。故而有必要重建教師知識觀。個人識知理論旨在恢復(fù)被傳統(tǒng)識知理論所擯棄的教師知識之個性特征、生活經(jīng)驗、教育情境等維度,對重建教師知識觀有著非常重要的啟示�；趥�人識知理論視域重建教師知識觀有益于推動教育實踐情境中的教師知識發(fā)展。形成新的教師知識觀需要立足于知識的"個性特征"和教師的主體兩個層面綜合考慮,具體來說可以從以下幾個方面著手:教師個性的養(yǎng)成是新知識觀形成的基礎(chǔ);教師生活經(jīng)驗的提煉是新知識觀形成的關(guān)鍵;實現(xiàn)知識的情境共融是新知識觀重建的最終鵠的。
[Abstract]:The traditional rationalism view of knowledge regards knowledge as an external, objective, absolute, universal truth system, thus showing many characteristics of "de-personalization".This has become the root of a series of sticking points in teacher's knowledge development and educational practice.Therefore, it is necessary to rebuild teachers' view of knowledge.The theory of personal knowledge aims at restoring the dimensions of teachers' knowledge, such as personality, life experience and educational situation, which were rejected by the traditional theory of knowledge. It has very important implications for the reconstruction of teachers' view of knowledge.The reconstruction of teachers' view of knowledge based on the theory of personal knowledge is beneficial to the development of teachers' knowledge in the context of educational practice.To form a new view of teachers' knowledge, we should base ourselves on the "personality characteristics" of knowledge and the teachers' main body. Specifically, we can start from the following aspects: the formation of teachers' personality is the basis of the formation of new knowledge views;The refinement of teachers' life experience is the key to the formation of new knowledge view, and the realization of situational integration of knowledge is the ultimate aim of the reconstruction of new knowledge view.
【作者單位】： 商丘學(xué)院;
【分類號】：G451

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本文編號：1724612