【作者】 陈静静；

【导师】 钟启泉；

【作者基本信息】 华东师范大学 ， 比较教育学， 2009， 博士

【摘要】 教师拥有不同与理论和学科专家的特有的知识——实践性知识。教师的实践性知识是教师建立在对个人生活史的评估和反思基础上的,被教师认可并在日常教育和教学活动中实际使用的、与情境相适应的动态的知识体系。实践性知识是教师进行教学判断、决策的基础,是指导教师进行教学的“看不见的手”,在教学现场中发挥着举足轻重的作用。教师是实践性知识的创造者和拥有者,这一研究打破了理论知识“一统天下”的局面,打开了对实践领域研究的新视野,为教师专业化的发展提供了基础。以此为契机,教师得到了“言说”的机会,通过讲述自己的教学故事、生活史、成长过程等,教师们改变了集体“失语”的尴尬状态,从教育研究的幕后走向前台,以“第一人称”这种最鲜活和灵动的方式展示了当前我国教师在教学实践中的真实面貌。通过中日两国教师实践性知识的多方面对比,笔者对实践性知识的理论问题进行了重构,并为两国教师提供对话和反思的平台,从而为教师实践性知识的更新,为教师更好地进行教学实践铺平了道路。各章内容概括如下:导论部分,主要阐述选题的心路历程和研究意义,进行文献综述,列举研究方法。笔者查阅了欧美、中、日的大量文献资料,对目前的研究成果进行了总结与评价,力求在本研究中对所存在的问题有所突破。本文所采用的研究方法主要有:课堂观察、深度访谈、案例法和国际比较法等,笔者在中国的上海和日本的静冈县等各选择两所初中,对4所中学的14名语文教师的教师进行为期3-6个月的观察,与教师进行对话。并在上海和东京分别选择两位老师进行教学对比,对这两位教师讲授的《故乡》一课进行同期录像,分别向日本和中国的教师展示录像,以录像为切入点对其他的14名老师进行访谈,并进行解释和中日比较。第一章首先,对实践性知识的定义进行了重新界定,在定义中对师实践性知识的本质、产生方式进行了说明。其次,总结实践性知识的性质:家族相似性、整体层次性、复杂矛盾性和时效性。本研究打破了实践性知识的完全“个人性”的研究假定,认为实践性知识除个人差异之外,还具有较大程度的文化相似。以教师个体和群体为研究对象,可知教师所属的群体越接近,其实践性知识的相似性越明显;实践性知识是整体的、难以分割的,同时又在表达可能性、定型程度方面存在差异;实践性知识不同表达方式之间存在差异,各种表达方式之间存在微妙的差异,因此是复杂矛盾的;而且实践性知识是对目前的情况有效的,随着情境的变化而发展,因此具有时效性,并非一成不变。第二章对实践性知识的运作方式进行分析。首先,实践性知识包含着复杂的信念体系,以信念体系为准则判断,对教学情境以及情境中的因素进行价值判断、选择和取舍。这一信念体系是动态的,包含着大量的子系统,在不同的情境下体系中,各个信念要进行复杂的互动、变化和调整,从而保持对情境的敏感性。其次,实践性知识并非是一种“没有知识的知识”,而是包含着大量的综合性的知识,其中包括学科及其相关知识、策略知识、道德知识、人际知识等等,教师要根据情境对这些知识进行提取和重构,因此笔者称之为“生态知识群落”,它为实践性知识提供了智力支持。最后,实践性知识最重要的特征就是“对话性”,与情境的对话是实践性知识的动态灵魂,教师要在与环境的“对话”以及接受环境“回话”的过程中,不断做出判断,对相对确定的情境和不确定的情境做出不同方式的回应,促成不同的新情境的产生,从而形成连续的情境链锁索。第三章,探索实践性知识的多种表达方式。尝试采用“语言”、“行动”和“隐喻”来展示教师的实践性知识。本章集中于“语言”表达,由于知识与语言有着天然的联系,而且实践性知识与教师的语言有着内在的逻辑,因此语言是实践性知识最直接、最便捷的表达方式。借鉴弗里曼等学者的研究成果,把教师的实践性知识分为“课程评价的知识”、“学生的知识”、“教学方法的知识”、“教学环境的知识”,根据分类将中日教师的“言说”进行了重构,并对中日教师的实践性知识进行了解释和对比,从而揭示实践性知识的共性特征和不同实践群体的文化特异性。第四章继续探讨实践性知识的“行动”表达和“隐喻”表达。首先,实践性知识具有行动特性,记录在教师的身体中,在教学行动中凸现。笔者选取中日的两名教师教授《故乡》的案例,对两位教师进行了全程的“行动跟踪”。按照时间顺序分成三个阶段,从行动前:两份迥异的教学计划,到行动中:有趣的教学故事,再到行动后:他们在反思什么,对中日教师的教学行动过程进行“深描”,并对其进行了进一步的解释和比较。其次,“隐喻”以其独特的丰富性和深刻性,从一般叙说中提取出来,独当一面。中日多位教师用“隐喻”的方式解释了其工作性质、所担任的角色等,不同的隐喻表现了教师在情感、道德和认知等多维度的差异。第五章揭示实践性知识的形成机制和更新途径。笔者不但按照时间顺序对教师的成长过程进行了全面考察,而且分析了他们人生中的各个阶段的境遇和因素与实践性知识之间的关系,并从认知思维的角度提出了实践性知识在人脑中形成的过程:即教师是通过个人对人生经验、理论知识等内容的建构,在实践共同体中进行协商和审议的基础上形成的,并通过个人和集体的反思而更新和发展,实践性知识只有得到共同体的认可才能真正被使用,因此实践共同体在教师实践性知识的形成过程中起到巨大作用。根据实践性知识的生成机制,借鉴日本教师的专业发展途径,笔者从教师教育和教师在职专业发展两方面提出了建议,为教师的成长勾勒了更加清晰的图景。结语部分,对本研究进行总结,揭示了文章中存在的问题,进一步阐述了本研究未来的努力方向。希望通过理论工作者与教师之间的更加密切而有效的合作,形成教育理论与实践之间的和谐关系,从而促进教师的专业成长。更多还原

【Abstract】 Teachers have a special kind of knowledge, which is called practical knowledge. It’s based on their evaluation and reflection on their life histories, it’s espoused and used by teachers in the everyday teaching, and it’s a series of knowledge that fit for special situation. Practical knowledge is the base of teachers to make decisions; it’s an "invisible hand" which directs teachers to teach. In a word, it plays a very important role in teaching. Practical knowledge is different from theory knowledge; it is created and possessed by teachers, so the research of practical knowledge tries to change the dominant position of theory knowledge, and form a new vision to practical field, and give some illuminations to the specialization of teachers. It’s an opportunity for teachers to "talk", by telling their stories, episode and experiences, teachers change the embarrassing state of "silence", they rose to the stage from the curtain, and the practical discourse is well respected, teachers can express their practical knowledge in "first person", and the reality of teaching in our country is revealed in a vivid way. By comparing teachers’ practical knowledge between China and Japan, the paper reconstructs the theory of practical knowledge, but also give the all the teachers opportunities to dialogue and reflect, in order to refresh their practical knowledge and perform better in teaching practice. The content of every chapter is summarized as follows.First of all, the author explains the reasons why the topic was chosen, by checking previous researches, the some problems in the research are found, and the author tries to resolve them. The paper adopts a series of research methods, such as classroom observation, in-depth interview, case study and comparative method. 14 language teachers participate in the research, they come from 4 high schools in Shanhai and Japan, two of the teachers are choose to teach LuXun’s "Gu xiang", and they are recorded by VCR, then the VCR was used as an interview hint.Secondly, the paper redefines the term of practical knowledge, including explaining its essence, its elements and so on. Further more, it defends that practical knowledge represents special characters: family similarity, integrity, complexity and temporarily. The research changes hypothesis that practical knowledge is totally personal, it’s not only personal, but something similar in a special culture. The teacher more relevant and the practical knowledge is more resemble. practical knowledge is integrity, which is difficult to divide. There is various ways to express practical knowledge, but subtle difference is found among them, so practical knowledge is complex. Moreover, practical knowledge is changeable, it is useful for the moment and it will change with situation.Thirdly, how practical knowledge works is discussed. Primarily, practical knowledge includes series of beliefs, the teaching situation and the element in the situation will be judged by beliefs. the series of belief is dynamic, including subsystem, various beliefs will be changed and adjusted with the situation .then, practical knowledge contains a great deal of integrated knowledge system, it comprises with subject knowledge ,knowledge of strategy, moral knowledge ,knowledge of relationship etc. The teachers will choose and reconstruct all kinds of knowledge, so it is called dynamic Knowledge community and it’s the intelligent support of practical knowledge. The last but not the least, the teachers should dialogue with the situation, according to the "back-word", teachers make their judgments continuously, they will deal with certain and uncertain situation in different ways, and then new situation happens, it makes a chain of situations.Fourthly, the paper tries to express practical knowledge by words, actions and metaphors. Knowledge is naturally related with the words, so the words are the most direct and most convenient way to express practical knowledge. In the paper, teacher’s stories, evaluations and episodes are used to reveal practical knowledge. It is expressed in four different ways; they are knowledge of curriculum evaluation, knowledge of student, knowledge of instruction and knowledge of circumstance. The paper explains the practical knowledge of two countries, in order to disclose the different culture character of practical knowledge and explore the reasons.Fifthly, teachers’ practical knowledge is expressed by actions and metaphors. Practical knowledge is in the action; it is memorized in teachers’ bodies, and will be showed in teaching actions. In this part, the author observes the two teachers from different countries who teaches "GuXiang", and notes their action in detail. The actions of two teachers are divided into three steps: before the action, in the action, and after the action. Based on the detailed depiction, the paper compares and analyzes the different action of two teachers. Although metaphor is one kind of word, it’s special way to express practical knowledge. 14 teacher from 4 high schools describe the role they play in metaphors, and they also explain why they choose the metaphor, we can know better about the teachers’ job, their roles in classroom and their sense of efficiency etc. moreover, the paper also analyzes the metaphors in affective dimension, moral dimension and cognitive dimension.Sixthly, the paper explores the how the practical knowledge form and refresh. Teachers’ growing tracks are recorded and analyzed; it involves the relationship between their experiences and practical knowledge. Furthermore, it also discusses the form progress in the mind from the cognitive perspective .namely, practical knowledge is constructed with teachers’ experiences ,theory knowledge and so forth, and it will be reconsidered by the practical community, that’s why the practical knowledge is familiar in the same community. So community plays very important role in teachers’ development, it shouldn’t be ignored. Practical knowledge will be refreshed and developed by personal and community reflection, and it’s also the process of teachers’ professional development .so according to the Japanese experiences, the paper recommends some suggestion to boost Chinese teachers’ development both in teacher education and in-service education.Finally, the author generalizes the research, discloses the problems and indicates the further work of the research, sponsors the cooperation between the researchers and the teachers.更多还原