关系性建构:教师实践性知识的生成机制与优化策略

Relational Construction: Generated Mechanism and Optimized Strategy of Teachers’ Practical Knowledge

尽管实践性知识作为教师专业地位的知识基础已经得到了广泛共识,但是对于其生成过程却又走向了个体性偏狭。基于建构主义以及文化历史活动理论的视角,认为教师实践性知识关系性建构路径具有多元主体的交互性、目标一致的协同性和情感共鸣的社会性三种特征。关系性建构是主体之间围绕一致目标结成共同体,在遵守相关规则的前提下通过使用工具的方式转化客体内容,具而言之,经由共同愿景明确、合作文化凝练、重要他人引导、外部条件支持等路径实现知识的反思与内化。需要从细化专业标准、完善校本教研、统整培训资源与强化家校共育等方面入手,确保教师实践性知识关系性建构路径的有效实现。

Practical knowledge has been widely accepted as the knowledge base for the professional status of teachers, but its generation has fallen into individual narrowness. From the perspective of theories of constructivism and cultural history activities, the path of relational construction of teachers’ practical knowledge possesses three characteristics: multi-subject interaction,concerted goals and sociality of emotional empathy. The relational construction refers to the fact that subjects form a community on the basis of common goals and transform objective contents through tools according to related rules. Specifically,the reflection and internalization of knowledge are achieved through clearing shared vision,refining cooperation culture,guidance from others and support from external conditions. We must start by clarifying professional standards,improving school-based teaching research,comprehensively clearing up training resources and enhancing home-school parenting to make sure that the path of relational construction of teachers’ practical knowledge can be realized effectively.