华东师范大学学报(教育科学版) ›› 2016, Vol. 34 ›› Issue (1): 51-56.doi: 10.16382/j.cnki.1000-5560.2016.01.007

• 教师教育 • 上一篇    下一篇

论分立知识视野中的教师知识

刘旭东   

  1. 西北师范大学 教育学院,甘肃 兰州730070
  • 出版日期:2016-03-15 发布日期:2016-03-31
  • 通讯作者: 刘旭东
  • 作者简介:刘旭东
  • 基金资助:

    基金项目:全国教育科学“十二五”规划2014年度国家一般课题:基础教育课程改革与教育的学术传统研究(项目批准号:BAA140016)。

Teachers’ Knowledge:A Perspective of Divided Knowledge

LIU Xu-Dong   

  • Online:2016-03-15 Published:2016-03-31
  • Contact: LIU Xu-Dong
  • About author:LIU Xu-Dong

摘要: 教师的教学行为受一定知识的支配,理解教师知识是准确把握教师专业发展的内涵和实现途径的核心方面。由于知识观存在着较大差异,导致对教师工作的理解不尽相同,由此所提出的教师专业发展的路径也大相径庭。教师是实践性职业,是在特定的情境中开展工作的,他要随时面对千变万化的情境并据此及时调整自己的实践策略,丰富的个人化知识支持着他在具体的教学情境中履行专业职责的活动,因此,依照哈耶克的“分立知识”观,教师知识具有情境性、个体性和内隐性等特征,是个人化知识,蕴含着巨大的创造可能。教师教育改革要尊重每位教师个人知识的独特价值,创建有助于教师合作并促进每位教师展现其才华的文化和制度,构建丰富而有特色的学校文化。

Abstract: The teacher’s teaching behavior depends on his or her given knowledge, so understanding the teacher’s knowledge is the key to accurately grasping the connotation of teacher professional development and promoting the development. Different views of knowledge can lead to quite different understanding of teacher’s work as well as varied approaches to teacher professional development. Teaching is a practical profession under specific situations, so a teacher needs to cope with the ever-changing situations and adjusts his practical strategies accordingly. It is tough for a teacher to do so by means of fixed thinking and behavioral patterns rather than the generative knowledge. Unexpected accidental events in teaching situations mean that nobody can make a careful plan and act accordingly perfectly. How to respond to the changing teaching situations necessitates the condensed knowledge which is distinctively comprehensive. According to Hayek’s divided knowledge, a teacher’s knowledge is situational, individual and implicit, and such rich personal knowledge is potentially creative, helping the teacher perform his professional duties under specific teaching situations. Based on the nature of teacher’s knowledge, teacher education reform should respect the unique value of each teacher’s personal knowledge and focus on their original thinking of the phenomena and solutions to the problems through the innovation of ideas and systems. This will help to construct an order which is generated spontaneously and corresponding to different working situations, so that each teacher, encouraged by the system, can develop their wisdom and talent. Meanwhile, spontaneity in the culture and system should be respected as well. The value orientation of school systems and culture construction should promote more barrier-free communication, provide more opportunities for exchanges and dialogues among teachers. Finally, the mode of teacher education should be further innovated.

Key words: Hayek丨divided knowledge丨teacher&rsquo, s knowledge丨teacher education