重庆高教研究
重慶高教研究
중경고교연구
ChongQing Higher Education Research
2014年
2期
70-73
,共4页
实践性知识%科学教师%高师教育
實踐性知識%科學教師%高師教育
실천성지식%과학교사%고사교육
practical knowledge%science teachers%normal college education
高师教育是实践性知识的萌芽阶段。文章结合准科学教师的有关理论要求和自身实际，通过对实践性知识分析、归类的方法，阐述了准科学教师应着眼于科学探究实践性知识的培养与完善，论证了准科学教师应如何构建实践性知识，并得出其习得途径。
高師教育是實踐性知識的萌芽階段。文章結閤準科學教師的有關理論要求和自身實際，通過對實踐性知識分析、歸類的方法，闡述瞭準科學教師應著眼于科學探究實踐性知識的培養與完善，論證瞭準科學教師應如何構建實踐性知識，併得齣其習得途徑。
고사교육시실천성지식적맹아계단。문장결합준과학교사적유관이론요구화자신실제，통과대실천성지식분석、귀류적방법，천술료준과학교사응착안우과학탐구실천성지식적배양여완선，론증료준과학교사응여하구건실천성지식，병득출기습득도경。
It is in an embryonic stage of practical knowledge in normal college education .This essay discusses that the pre-service science teachers should give an eye to training and perfection of science inquiry of practical knowledge , combing relative theory and actual condition of the pre -service science teachers by the method of clas-sification and analysis to practical knowledge .It demonstrates the pre -service science teachers how to build practi-cal knowledge , and draws a way of acquisition .
