论教师实践性知识的检验标准

Testing Criteria of Teachers' Practical Knowledge

当系统的教育理论因解决实际问题有限而备受诟病时,国内外教育研究者开始反思现代教育学体系需要实现更为彻底的实践取向问题。教师实践性知识正是在这一背景下产生。教师实践性知识是指教师对自己的教育教学经验进行反思和提炼后形成的,并通过自己的行动做出来的对教育教学的认识。教师实践性知识关涉的是实践问题,具体到教学而言,是探讨教学实践活动的实践规律和行动规律的认识,是一种新的的知识形态。因此,对实践性知识的认识论标准问题作出回答,是当前教学知识领域迫切需要解决的问题。知识的检验标准不同于科学量化的标准,也不同于事物性质的标准,而是对知识的实践可能性做出定性的描述和分析。传统知识标准关注知识的"真理性"和"客观性",限制了教学实践性知识论发展。教师实践性知识与理论性知识在来源、本质和形式上存在区别,其检验标准也不同。教师实践性知识是教师个体与可及的实在相交互并产生有效的认识,故而教师实践性知识的检验标准包括个体性、可及性、交互性、有效性四个方面,由此深化了对知识标准的考辨和对实践性知识本质的理解,丰富了实践性知识的哲学认识论基础。

Educators, at home and abroad, turned their attention to practical Pedagogy which could fulfill morepractical functions when they found systematic traditional pedagogy had its limitations in dealing with practicaleducational issues. As a result, the issue of teachers＇ practical knowledge has arisen. Teachers＇ practical knowledge refersto the teachers＇ teaching concept which is the crystal of teaching practice and teaching reflection and reflected in teachers＇ performances. It is a form of practical and new knowledge, aimed at the practical rule and action rule of teaching. In thiscase, it is urgent to figure out the cognitive criteria of practical knowledge for the teaching field. The testing criteria ofknowledge, different from the criteria of scientific qualification or objects＇ quality, are the qualitative description andanalysis of the possibility of knowledge practice. Traditional criteria focused on the objectivity and truthfulness, whichlimited its further development in that the practical knowledge is different from theoretical knowledge in the origin, theessence, the form and the criterion. Since teachers＇ practical knowledge comes from the interaction between teachers andtheir teaching behaviors, the criteria of teachers＇ practical knowledge should include individuality, accessibility,interactivity and effectiveness, and hence it makes a further research on the criteria of knowledge and deepens theunderstanding of practical knowledge, enriches its philosophical cognition.