【作者】 程凤农；

【导师】 唐汉卫；

【作者基本信息】 山东师范大学 ， 教育学原理， 2014， 博士

【摘要】 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。受后现代知识观的影响，从20世纪80年代至今，许多学者致力于揭去“教师实践性知识”的面纱，展示教师实践性知识的性质、来源、生成途径等。如今，教师实践性知识被当做教师的一种知识类型获得较为普遍的认可和接受，人们越来越重视其在教师专业发展方面的重要作用。知识经济社会，知识在经济和社会发展中的功能日益凸显，人们逐渐将知识视为一种超越传统的土地、机器等生产资源的现代资源，并将其称为知识资源。随之，在管理学领域，围绕着如何最大限度地发挥知识资源的功能，知识管理的理论和实践得以蓬勃发展。那么，在教育领域，如何统整教师的知识，如何将教师的实践性知识进行整合，以促进其生成、存储、共享、应用和创新，就成为教育管理当前面临的一个新问题。基于此，本文借鉴企业管理中的知识管理理论，提出对教师实践性知识进行管理的观点，论述管理的必要性、可行性以及具体的管理策略。当然，对教师实践性知识进行管理的观点并非是本文作者首次提出，在我国教育理论界，已有数位学者提出此观点并进行了相应的理论探讨，纵观现有的相关研究，在理论上至少还存在以下问题：一是对教师实践性知识管理的必要性和可行性论证不充分，有些甚至没有进行相关的论证就提出了教师实践性知识管理的观点；二是对如何进行管理有些学者尝试提出了一些管理策略，但这些策略在整体上呈现出零散的特点，论述缺乏系统性，缺乏深入具体的思考，仅仅是企业知识管理策略的简单移植；三是在研究方法上比较单一，往往局限于文献分析与理论论证，致使其说服力不强。因此，本研究聚焦于教师实践性知识管理的必要性与可行性论证、教师实践性知识管理策略的探讨。尝试从系统的、整体的角度出发，形成有现实操作性的管理策略。此外，本研究致力于在研究方法上有新的突破，鉴于教师实践性知识的性质以及学校管理的实践化特征，研究采取理论思辨与质性研究相结合的方法。本研究共分为五部分，各部分具体内容如下：第一章解读教师实践性知识本章旨在对教师实践性知识进行详细解读，以明晰教师实践性知识究竟是什么？有什么特征？来源于哪里？是如何形成的？对这些问题的解读决定了我们为什么要对教师实践性知识进行管理,如何进行管理以及管理中应该注意些什么。第二章教师实践性知识管理的内涵本章旨在确立对教师实践性知识管理的立论依据。从知识管理的演进历程出发，分析知识管理思想的哲学内蕴以及知识管理思想在教育领域中的应用现状，并从多个维度、多个视角阐明对教师实践性知识进行管理的必要性和可行性。第三章教师实践性知识管理的维度本章旨在论证应该从哪几个维度对教师实践性知识进行管理？各个维度如何进行管理？每个维度在管理过程中有什么特点？有哪些注意事项等。根据教师实践性知识的存在和流动场所，本章指出教师实践性知识应从教师个体、教师群体和学校三个维度进行管理，所以它不单纯是组织行为，也是教师个体进行自我修炼，不断提升的过程。第四章教师实践性知识管理的机制本章旨在从制度保障方面论述如何进行教师实践性知识管理。教师实践性知识管理需要若干制度保障，这些保障可以分为显性机制和隐性机制两个方面，显性机制包括设立教师实践性知识主管、开发和应用教师实践性知识管理系统以及催生教师自组织等三方面；隐性机制包括构建成长型激励机制、支持型场域以及形成共享型学校文化三方面。第五章教师实践性知识管理后的负面影响及预防措施本章旨在从批判的视角去预见教师实践性知识管理后可能产生的负面影响，分析原因并提出可能的预防策略。教师实践性知识管理会不会带来产权纠纷？会不会带来学校管理的过度技术化倾向？会不会使教师的负担加重？会不会消解专家型教师的权威地位？教师实践性知识管理要预见这些可能的负面影响，要正视这些问题而不是回避这些问题。对教师的实践性知识进行管理既有现实的必要性，又有丰富的理论渊源，它不是一种空穴来风，更不是虚无飘渺的空中楼阁，它需要深入的理论研究，也需要脚踏实地的教育管理实践，并在实践中不断改进，以促进教师和学校的可持续发展。教师实践性知识管理不仅仅是一种管理手段，更是一种思想，一种艺术。尽管在当前提出这种观点或进行这种实践都面临相当的挑战，但基于学校与知识的天然联结，基于教师实践性知识的重大作用，我们有理由相信教师实践性知识管理在将来会变成学校的一种自然的、惯常的行为。更多还原

【Abstract】 Teachers’ practical knowledge is an understanding of the education teachingwhich root in teachers’ reflection and refining on their own education and teachingexperience and embody their specific action about education and teaching. Under theinfluence of postmodern knowledge view, since the1980’s, many scholars havedevoted themselves to lift the veil of “teachers’ practical knowledge” to explore thenature of teachers’ practical knowledge, its sources and production means, etc.Nowadays, teachers’ practical knowledge is widely recognized and accepted as aknowledge type of teachers; people pay more and more attention to its important rolein the aspect of teachers’ professional development.In the knowledge economy society, the function of knowledge in economic andsocial development has become more and more significant, gradually; knowledge isregarded as a new kind of resource which is beyond the traditional production such asland, machines. People call it knowledge resource. Then, in the field of management,knowledge management theory and practice get vigorous development revolvingaround how to maximum efficiency of the function of knowledge resource. So, in thefield of education, it become a new problem that we must face, that is how tosummarize the teachers’ knowledge,and how to integrate the teacher’s practicalknowledge in order to promote its generation, storage, sharing, application andinnovation. Because of this, this paper uses the knowledge management theory inenterprise management for reference, puts forward the view of teachers’ practicalknowledge management, and discusses the necessity, feasibility and the specificmanagement strategy.It should be pointed out that it is not the first time that teachers’ praticalknowledge management as an academic point of view is raised, In the circle ofeducation, several scholars have put forward the idea and done some correspondingtheoretical discussions, but throughout the existing related research, at least in theory, there exist the following problems：firstly, it is not fully that they have demonstratedabout the necessity and feasibility of teachers’ practical knowledge management,some even did not develop a related argument, just put forward the point of view ofteachers’ practical knowledge management; secondly, some scholars attempt to putforward some management strategies, but on the whole, these strategies presents thecharacteristics of scattered, lacking of systematic, lacking of in-depth thinking, Somemanagement strategies just is simple transplanted from enterprise knowledgemanagement strategy; thirdly, the research method is unitary, document analysis andtheoretical arguments are most common,the argument path is from theory totheory,so its powers of persuasion is not strong. Therefore, this study focused on thenecessity and feasibility of teachers’ practical knowledge management and teachers’practical knowledge management strategy. Try to form a practical operability ofmanagement strategy in the perspective of the whole system. In addition, this study isdedicated to has new breakthrough in research method, in view of the nature ofteacher practical knowledge and the practical characteristic of school management,the study takes the combination of theory thinking and qualitative research method.This study is divided into five parts, the specific content each part is as follows:ChapterⅠ Interpretation about Teacher’s Practical Knowledge This chapter aimsto do a detailed analysis of teacher practical knowledge, in order to clear what isteacher’s practical knowledge? What are the characteristics? Where it is from? How itis formed? The interpretation of these problems determines why should we manageteaches’ practical knowledge and Why should we pay attention to how to managethem.ChapterⅡ The Connotation of Teachers’ Practical Knowledge ManagementThis chapter aims to establish theoretical basis on the management of teachers’practical. Starting from the evolution of knowledge management, analyzes thephilosophy connotation of the knowledge management thought and its applicationstatus in the field of education, and clarify the necessity and feasibility of teachers’practical knowledge management from multiple dimensions and multiple Angle of ChapterⅢ The Dimensions of Teachers’ Practical Knowledge ManagementThis chapter aims to demonstrate which dimensions we should choose to implementteachers’ practical knowledge management? How do we manage in each dimension?What is the distinguishing feature of each dimension in the management process?What are the matters needing attention, etc. According to the existence and flow ofteachers’ practical knowledge, this chapter points out that there are three dimensionsthat teachers’ practical knowledge management should follow, they are teachersindividual,teachers groups and schools, so teachers’ practical knowledge managementis not pure organizational behavior,it is also an inproment process of self-cultivationfor individual teacherChapterⅣ The Mechanism of Teachers’ Practical Knowledge Management Thischapter aims to discusses how to conduct teachers’ practical knowledge managementfrom the aspects of system. Teachers’ practical knowledge management need somesystem security, the mechanism can be divided into two aspects: dominant andrecessive mechanism, dominant mechanisms include setting up Chief Teachers’Practical Knowledge Officer, developing and applicating Teachers’ PracticalKnowledge Management System, and giving rise to teachers’ self-organization;Recessive mechanism include growing incentive mechanism, constructing supportivebar and training an shared school culture.Chapter Ⅴ The Negative Effects after Teachers’ Practical KnowledgeManagement and Prevention Measures This chapter aims to foresee some possiblenegative problems after teachers’ practical knowledge management in a critical angle,the authour puts forward possible prevention measures after analysis of causes. Willteachers’ practical knowledge management bring property disputes? Will it bringabout an excessive technical tendency in school management? Will it make theteacher’s burden? Will it eliminate t the expert teacher’s authority? Teachers’ practicalknowledge management must foresee the possible negative effects, face theseproblems rather than avoid them.It is necessary to manage teachers’ practical knowledge in practice, it has the richtheoretical origin, and it is not a fallacy, not a castle in the air. It requires an in-depth theoretical study, also need to have down-to-earth education management practice,and continuous improvement in practice, so as to promote the sustainabledevelopment of teachers and schools. Teachers’ practical knowledge management isnot only a kind of management means, but also a thought, a kind of art. Although inthe current we will have to face quite a challengeice, but based on the naturalconnection with knowledge, based on the important role of teachers’ practicalknowledge, we have reason to believe that teachers’ practical knowledge managementin the future will become a natural, habitual behavior in school.更多还原