教学方法的理解误区、概念重建及其构建策略——基于知识论的视角被引量：6

On the Misunderstanding,Conceptual Reconstruction and Practice Strategies of the Teaching Method:Perspective of the Theory of Knowledge

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摘要审视实践与理论层面对教学方法的理解误区具体表现为:将其误解为普遍性知识、公共性知识以及程序性知识。摆脱教学方法理解误区及其所引发的实践困境有必要就教学方法的理解实现概念重建,有必要从教学方法是一种境遇性知识、个人性知识以及策略性知识三个维度理解。实现教学方法概念重建的构建策略则包括:将教学方法嵌入课堂情境、将教学方法纳入教师研究以及将教学方法融入学科知识等。 The misunderstandings with the teaching method are as follow： the understanding of teaching methods as universality knowledge, as public knowledge and as procedural knowledge. To get rid of these misunderstanding and practice difficulties caused by the misunderstanding is necessary to achieve the concept of reconstruction about the teaching method; the ways of the reconstruction are as follows： the teaching method as a situational knowledge, personal knowledge and strategic knowledge in three dimensions. So, the practice strategies for the reconstruction of the teaching methods may include： put the teaching method to embed into the classroom situation, put the teaching method into teacher research and put teaching method will to integrate with into the subject matter.

作者张良乐维英

机构地区华东师范大学课程与教学研究所上海培佳双语学校

出处《教育发展研究》 CSSCI 北大核心 2014年第8期18-22,共5页 Research in Educational Development

基金华东师范大学"博士研究生学术新人奖"资助的部分成果

关键词教学方法课程知识教师学习知识论视角 teaching method, curriculum knowledge, teacher learning, perspective of the theory of knowledge

分类号 G424 [文化科学—课程与教学论]

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