CAJ | 학술논문

生成性教学论与教师实践性知识论存在诸多的理论交融点。在生成性教学视域下，教师实践性知识更应当被解读为个体经验知识。然而，国内对生成性教学论的过度吹捧，对预成式教学论的过度贬低，使得教师实践性知识的培育面临理论与实践上的巨大风险。与此不相适应的是，预成式教学论早已转化为我国教学领域中的本土资源。因此，我国应以预成式教学论为基础，以生成性教学论为添加剂来改善高校教师教学实践性知识的培育，并结合该本土资源推进教师缄默知识从隐性知识转化为显性知识。
생성성교학론여교사실천성지식론존재제다적이론교융점。재생성성교학시역하，교사실천성지식경응당피해독위개체경험지식。연이，국내대생성성교학론적과도취봉，대예성식교학론적과도폄저，사득교사실천성지식적배육면림이론여실천상적거대풍험。여차불상괄응적시，예성식교학론조이전화위아국교학영역중적본토자원。인차，아국응이예성식교학론위기출，이생성성교학론위첨가제래개선고교교사교학실천성지식적배육，병결합해본토자원추진교사함묵지식종은성지식전화위현성지식。
The theory of generative teaching has many theoretical common points with the theory of teachers’practical knowledge. Under the horizon of generative teaching, the teachers’ practical knowledge should be interpreted as the individual experience knowledge. However,the domestic academic circle advocate overly the theory of generative teaching, and at the same time,belittle overly the theory of predeterminative teaching,which brings huge theory and practice risks to the cultivation of teachers’practical knowledge. It is not corresponding that the theory of predeterminative teaching has turned to the native resource in teaching domain of our country for a long time. Therefore,when we perfect the cultivate teachers' practical knowledge of university teachers in our country, we should take the theory of predeterminative teaching as base and take the theory of generative teaching as additional agent,and turn the tacit knowledge to explicit knowledge under the help of native resource.