学科加工与教师理智视角的培育

Content Knowledge Study and Teachers' Intellectual Perspective

文章区分了教师理智生活的三种不同认识,分别是前理智视角、准理智视角以及真理智视角。通过这个概念工具,文章提供了一种对教师理智生活的独特判断,即认为理论见识与教师的实际工作原则可以相互联系,二者具有同质性。学科加工的教研方式,强调教学设计的学科基础,把理论见识与教师工作原则联系起来。这样,在以学科加工为核心的教研过程中,教师的理智视角得以显现和反省。学科加工也成为培育教师理智视角的过程。

The distinction among pseudo-intellectual perspective, quasi-intellectual perspective, and authentic intellectual perspective are provided in this paper. Using this conceptual construction, a unique statement about the teachers＇ intellectual life is inferred that the theoretical judgments and the practical rules are homogeneous and should be connected with each other. Those studies of content knowledge that highlight the subject bases in instructional design connect theories and practical rules where teachers＂ intellectual perspective could be retrieved and promoted. For this reason, we defined content knowledge study as a useful tool to cultivate teachers＇ intellectual perspectives.