摘要
为了适应不断推进的教育现代化变革,教师需要在新的工作情境下实现实践性知识的转型与发展。在互联网背景下,教师实践性知识具有凸显主动性、强调胜任力、突破技术性等特征。教师需要在建构多维信息素养、提高技术应用效能、实现自我超越等方面进行实践性知识的转型应对,其发展路径包括增强主体认知、加强自我修炼、共建协同互助体系等。
The Internet has changed teachers'work situation,so that teachers need to develop their practical knowledge in the new technological situation.This paper finds,in the internet era,teachers'practical knowledge has the characteristics of highlighting-initiative,facing-reality and breaking-through-technology.Teachers need to realize the transformation in the aspects of the multi-dimension of information literacy,the efficiency of technology application and the strategy of self-development,through the approaches of deepening understanding,strengthening self-cultivation,and jointly constructing mutual-assistance system.
作者
董瑞杰
DONG Ruijie(School of Geography and Tourism of Shaanxi Normal University,Xi'an 710119,China)
出处
《教师教育学报》
2022年第3期57-64,共8页
Journal of Teacher Education
基金
陕西师范大学2021年度校级课堂教学模式创新研究项目“‘地理学科教学导论’项目式翻转课堂教学模式创新实践研究”(21KT-JG08),项目负责人:董瑞杰
陕西师范大学研究生教育教学改革研究项目“基于实践能力的全日制地理教育硕士专业课程体系建设与改革研究”(GERP-19-43),项目负责人:董瑞杰。
关键词
互联网
教师实践性知识
信息素养
技术应用
the internet
teacher's practical knowledge
information literacy
technology application
