基于教师情境知识的备课研究——国外研究的视角

Teachers' Situated Knowledge and Preparing Lessons

备课是整个教学活动的控制性工程,它对确保教学质量的作用受到肯定,但对教师专业发展的作用未被充分认识到。教师专业发展实质上是教师专业知识的发展,本文基于国外研究成果的梳理,从教师专业知识的情境性出发,指出教师情境知识应当在行动中反映出来,而行动中反映需要以虚拟世界为媒介,备课是教师行动中反映的虚拟世界。教师在备课中应用和发展了情境知识,备课有助于教师的专业发展。最后,本文从教师情境知识角度提出了个体建构、真实建构和规范建构等三条备课原则,为教师开展有效备课提供了思考的角度。

The acquisition of situated knowledge is an important research area of teachers professional development. Teachers work in a complex, unique, uncertain practice situation, and they need reflectionin-action which needs the virtual world as the media. This article discusses the formation, representation and transformation of teachers＇ situated knowledge, pointing out that teachers should prepare lessons independently, similarly and reflectively, and teachers can solve the problems in the new teaching context by seeing-as and doing-as.