CAJ | 학술논문

教师教材加工能力是教师结合学校的实际情况和自身经验，在整个教学过程中，及时洞察学生的特点，运用不同形式的思维，对教材的内容进行分析、概括、生成与反思的能力。从加工内容看，教师教材加工能力体现在本体性知识、条件性知识和实践性知识的差异；从加工过程看，教师教材加工能力反映了分析思维、实用思维和反思思维三种不同形式思维的作用。从加工主体看，个人或集体及他们在整个教学过程的不同组合形成了不同的加工主体。教师教材加工能力是教师在教学实践中，通过直接和间接经验的积累逐步发展的，经历了从机械加工-常规加工-精细加工-创造加工的过程，具有个体性、能动性、创造性和发展性的特点。
교사교재가공능력시교사결합학교적실제정황화자신경험，재정개교학과정중，급시동찰학생적특점，운용불동형식적사유，대교재적내용진행분석、개괄、생성여반사적능력。종가공내용간，교사교재가공능력체현재본체성지식、조건성지식화실천성지식적차이；종가공과정간，교사교재가공능력반영료분석사유、실용사유화반사사유삼충불동형식사유적작용。종가공주체간，개인혹집체급타문재정개교학과정적불동조합형성료불동적가공주체。교사교재가공능력시교사재교학실천중，통과직접화간접경험적적루축보발전적，경력료종궤계가공-상규가공-정세가공-창조가공적과정，구유개체성、능동성、창조성화발전성적특점。
Teachers＇ processing capacity of textbooks can be defined as the ability to analyze, generalize, generate, and reflect on the content of textbooks regarding the different forms of teachers＇ thinking, their insights into students＇ characteristics, the practical experiences, and the actual conditions of schools. The capacity can be revealed in the differences among teacher＇s subject-matter knowledge, conditional knowledge, and practical knowledge. It can also be embodied by the role of analytical, pragmatic, and reflective thinking. Meanwhile, individual, collective, and their combination in the whole teaching process can form various processing subjects. The capacity therefore should experience a course from mechanical, routine, refinement, to creative processing, with the characteristics of individuality, activity, developmentality, and creativity.