CAJ | 학술논문

当系统的教育理论因解决实际问题有限而备受诟病时,国内外教育研究者开始反思现代教育学体系需要实现更为彻底的实践取向问题.教师实践性知识正是在这一背景下产生.教师实践性知识是指教师对自己的教育教学经验进行反思和提炼后形成的,并通过自己的行动做出来的对教育教学的认识.教师实践性知识关涉的是实践问题,具体到教学而言,是探讨教学实践活动的实践规律和行动规律的认识,是一种新的的知识形态.因此,对实践性知识的认识论标准问题作出回答,是当前教学知识领域迫切需要解决的问题.知识的检验标准不同于科学量化的标准,也不同于事物性质的标准,而是对知识的实践可能性做出定性的描述和分析.传统知识标准关注知识的"真理性"和"客观性",限制了教学实践性知识论发展.教师实践性知识与理论性知识在来源、本质和形式上存在区别,其检验标准也不同.教师实践性知识是教师个体与可及的实在相交互并产生有效的认识,故而教师实践性知识的检验标准包括个体性、可及性、交互性、有效性四个方面,由此深化了对知识标准的考辨和对实践性知识本质的理解,丰富了实践性知识的哲学认识论基础.
당계통적교육이론인해결실제문제유한이비수후병시,국내외교육연구자개시반사현대교육학체계수요실현경위철저적실천취향문제.교사실천성지식정시재저일배경하산생.교사실천성지식시지교사대자기적교육교학경험진행반사화제련후형성적,병통과자기적행동주출래적대교육교학적인식.교사실천성지식관섭적시실천문제,구체도교학이언,시탐토교학실천활동적실천규률화행동규률적인식,시일충신적적지식형태.인차,대실천성지식적인식론표준문제작출회답,시당전교학지식영역박절수요해결적문제.지식적검험표준불동우과학양화적표준,야불동우사물성질적표준,이시대지식적실천가능성주출정성적묘술화분석.전통지식표준관주지식적"진이성"화"객관성",한제료교학실천성지식론발전.교사실천성지식여이론성지식재래원、본질화형식상존재구별,기검험표준야불동.교사실천성지식시교사개체여가급적실재상교호병산생유효적인식,고이교사실천성지식적검험표준포괄개체성、가급성、교호성、유효성사개방면,유차심화료대지식표준적고변화대실천성지식본질적리해,봉부료실천성지식적철학인식론기출.
Educators, at home and abroad, turned their attention to practical Pedagogy which could fulfill more practical functions when they found systematic traditional pedagogy had its limitations in dealing with practical educational issues. As a result, the issue of teachers' practical knowledge has arisen. Teachers' practical knowledge refers to the teachers' teaching concept which is the crystal of teaching practice and teaching reflection and reflected in teachers' performances. It is a form of practical and new knowledge, aimed at the practical rule and action rule of teaching. In this case, it is urgent to figure out the cognitive criteria of practical knowledge for the teaching field. The testing criteria of knowledge, different from the criteria of scientific qualification or objects' quality, are the qualitative description and analysis of the possibility of knowledge practice. Traditional criteria focused on the objectivity and truthfulness, which limited its further development in that the practical knowledge is different from theoretical knowledge in the origin, the essence, the form and the criterion. Since teachers' practical knowledge comes from the interaction between teachers and their teaching behaviors, the criteria of teachers' practical knowledge should include individuality, accessibility, interactivity and effectiveness, and hence it makes a further research on the criteria of knowledge and deepens the understanding of practical knowledge, enriches its philosophical cognition.