论教师实践性知识的内涵与结构

On the Connotation and Construction of Teachers’ Practical Knowledge

教师实践性知识可从广义和狭义两个方面界定其内涵，其构成在纵向上可区分为信奉的实践性知识和使用的实践性知识。基于这样的内涵界定和结构分析，通过对新教师、专家教师与有经验教师进行比较的视角，人们可以动态地了解教师实践性知识各部分间的关系，进而促进教师调整自己的信奉，加强理论知识的学习和实践性知识的理论化。

The connotation of teachers＇ practical knowledge can be defined from both broad sense and narrow sense, and be divided longitudinally into espoused practical knowledge and in-use practical knowledge. Based on the connotation definition and structure analysis, we could dynamically analyze the relationship among the parts of teachers＇ practical knowledge so as to promote teachers to modify their belief and strengthen the learning of practical knowledge and the theoretical transformation of the practical knowledge from the perspective of comparisons among novice teachers, expert teachers and experienced teachers.