摘要
剖析教育学界关于教师教学专长问题的研究发现,既有研究存在着忽视知识转移、对意会知识重视不够、淡化教学实践、缺乏田野研究等问题,致使研究难以深入。科学知识社会学家柯林斯基于当代前沿科学实验中的各种争论,运用社会学田野研究方法,通过对不同类型科学实验争论的起因、过程等的详尽考察,提出了专长研究中颇具价值、独特深刻的观点。本文在借鉴其研究的基础上,对深化教师教学专长研究提出了应该关注的问题和若干建议。
By analyzing previous studies on teachers’ teaching expertise, it is found that there are some problems in this field of research, such as neglecting knowledge transfer, not paying enough attention to tacit knowledge, downplaying teaching practice, and lacking field research. These problems make it difficult to deepen the research. Based on various debates in the contemporary frontier of scientific experiments and using sociological field research methods, Collins, a scientific knowledge sociologist, put forward valuable, unique and profound insights in the field of expertise research through a detailed investigation of the causes and processes of debates in different types of scientific experiments. Based on Collins’ research, this paper puts forward some problems and suggestions that should be paid attention to in deepening the research of teachers’ teaching expertise.
作者
郭德侠
楚江亭
GUO De-xia;CHU Jiang-ting(Institute of Educational Economics and Management,University of Science and Technology Beijing,Beijing,100083;Faulty of Education,Beijing Normal University,Beijing,100875)
出处
《清华大学教育研究》
CSSCI
北大核心
2019年第3期46-52,共7页
Tsinghua Journal of Education
基金
北京市“十二五”教育科学规划2015年度重点课题“基于‘双赢’的校企合作培养工程技术人才的企业角色研究”(ADA15164)
北京市“十二五”教育科学规划2015年度重点课题“社会实践理论视野中大学生存在性焦虑问题研究”(ADA15163)
北京师范大学自主科研基金项目重大项目“当代大学教师存在性焦虑问题研究:社会实践理论的视角”(SKZZA2015004)
