幼儿教师实践智慧形成的过程与机制

On the Formation of Preschool Teachers' Practical Intelligence

新手幼儿教师成长为优秀教师需要掌握各种专业知识和公共知识,但更重要的是获得丰富的个人实践知识和实践智慧。幼儿教师实践智慧的形成是一个动态循环、螺旋式上升的过程,大致要经历理论知识"实践化"——操作性知识的获得、实践知识"理论化"——高级知识的获得、实践知识"理论化"与理论知识"实践化"的互动——专家知识的获得、转识为智——实践智慧的获得等四个阶段。概而言之",知行思交融"是幼儿教师实践智慧形成的基本机制与路径。

In order to become excellent teachers, novice preschool teachers need to master abundant professional and public knowledge, and moreover, to acquire abundant personal practical knowledge and intelligence. Kindergarten teachers＇ practical intelligence （KTPI） is a kind of wisdom with which teachers can unify their attitude to reflection and their attention to practice in their teaching. KTPI is the sublimation of teachers＇ personal practical knowledge, and it is also the ideal state of teachers＇ knowledge education. The formation of KTPI is a dynamic and circulatory process, which consists of the following four phases： （1） ＂practicing＂ theoretical knowledge to acquire operating knowledge; （2） ＂theorizing＂ practical knowledge to acquire advanced knowledge; （3）interacting practical knowledge theorization with theoretical knowledge practicing to acquire professional knowledge; and （4）transforming knowledge to intelligence in acquireing practical intelligence. In this process, the blending of knowledge, behavior and reflection is the basic principle.