反思性实践与幼儿教师实践性知识的生成

Reflective Practice and Preschool Teachers' Practical Knowledge's Generation

教师知识的研究经历着从理论性知识向实践性知识的转向,实践性知识越来越成为影响幼儿教育实践的关键变量。幼儿教师实践性知识的生成只能通过反思性实践才能获得,也只有通过反思性实践,实践性知识才能升华,形成实践性理论,从而使具有默会性特征的实践性知识显性化,在一定程度和范围内,从个人知识走向共同知识。幼儿教师可通过以下几个方面的反思,使实践性知识得以生成和升华:关键事件的描述与反思、教师生活史叙事反思、"一日生活"观察反思、移情反思、学习共同体和在参与课程开发中持续反思。

Practical knowledge is increasingly becoming a key variable in the early childhood education and teaching. Therefore, it＇s indispensable for preschool teachers to gain and advance practical knowledge through reflective practice, such as describing and reflecting key events, narratively reflecting teacher＇s daily life, observing and reflecting students＇ daily lives, empathetically reflecting and studying community and continuously reflecting in developing curriculum.