[的知识基础知识]实践性知识：教师专业发展的知识基础.pdf

第 1 卷 第 1 期 清华大学此基础教育文章 Vol. 1 , No. 1

2003 年 1 月 Peking University Education Review Jan. 2003

描述性科学知识 : 教员专精产业发展的科学知识此基础

陈 向 明

(清华大学 此基础历史大学 , 上海 100871)

摘 　要 : 教员在专门从事日常生活此基础教育课堂教学组织工作中另一方面怎样产业发展 ? 教员的专精产业发展具备甚么科学知识此基础 ? 为何教员学

了此基础历史学、社会学 ,却是不能读书 ? 教员怎样提升人格专精产业发展的觉悟和潜能 ? ———那些难题是责任编辑深入探讨的关注点。

该文从教员的科学知识逐步形成侧发力 ,将教员的科学知识分为描述性科学知识和描述性科学知识,接着对教员描述性科学知识的表述、内

容、状况和逐步形成监督机制展开预测 ,并特别强调了教员描述性科学知识而此基本概念的穿鞘象征意义和专精工程建设象征意义。

关键字 : 科学知识 ;描述性科学知识 ;默会科学知识 ;教员专精产业发展

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中图科同盘属: G451 　　历史文献N53SI241SV :A 　　该文序号 2003 010010409

Practical Knowledge :

the Knowledge Base of Teachers ’Professional Development

CHEN Xiangming

( Graduate School of Education , Peking University , Beijing 100871 , China)

Abstract : How do teachers develop themselves in their everyday routine ? What is the knowledge base for

teachers ’professional development ? Why do teachers still not know how to teach , having learned pedagogical

and psychological theories ? How can teachers promote their own awareness of and capacity for selfdevelop

ment ? ———These are the questions explored by this paper. The paper begins with an analysis of teachers’

knowledge structure , which is divided into theoretical knowledge and practical knowledge , followed by an

exploration of the latter ’s definition , contents , state and evolving mechanism , as well as the political and pro

fessional implications of this concept.

Key words : knowledge ;practical knowledge ; tacit knowledge ;teachers’professional development