教师专业知识转化新探

A New Exploration to Teacher's Professional Knowledge Transformation

教师作为"知识工作者",其专业发展水平与知识转化相关联。在理性审视教师知识研究的基础上,立足教师个体自我发展规律,以统整、融通、动态的视角,澄清对学科知识、课程知识、教学知识的新理解,构建了教师专业知识转化的模型。在该模型中,作为知识转化者,教师推动自身知识经历课程化、教学化、学科化三个循环递进过程,进而实现专业知识转化与自我重建。

As knowledge workers, teachers＇ professional development is associated with the knowledge transformation. With a rational examining of the teachers＇ knowledge study, and a perspective of teachers＇ self-improvement discipline, this paper clarifies the understanding of subiect knowledge, curriculum knowledge, and pedagogy knowledge with a unified, linked, and dynamic perspective. Furthermore, this paper puts up a model of teachers＇ professional knowledge transformation. In this model, teachers, as knowledge workers, should push the procedure of existed knowledge transforming to curriculum knowledge, pedagogy knowledge, and scientific knowledge, which is an iterative process as a series of cycles. Finally complete the updating of teacher＇s knowledge and self-reconstruction.