近二十年来教师知识结构研究述评

20世纪80年代以来,西方通过“概念性的和分析性的教师知识研究”与“情境性和实践性的教师知识研究”两种研究路径揭示教师知识的基本结构。我国大陆地区教师知识结构研究的路径是“概念性的和分析性的教师知识结构研究”,这种研究路径有四种研究取向:学科知识 教育学知识取向、功能取向、学科教学取向与实践知识取向。中西方教师知识结构的研究都在寻求教师教育教学实践活动的“知识基础”,但在概念的界定、方法的使用、研究角度等方面存在不同。我国未来教师知识研究需要继承与发展自身的研究优势,借鉴与吸收西方相关的研究成果,运用较为规范的学术研究方法更深入地展开教师知识结构的研究。

A Literature Review of Research into Teachers' Knowledge Structure in the past 20 Years

Since 1980s,the basic structure of teachers' knowledge has been revealed in the west by two approaches,i.e.conceptual and analytical research and situational and practical research.In the mainland of China,the research into the structure of teachers' knowledge is mainly done through the former approach.And there are four directions of this approach: subject knowledge plus educational knowledge,function,subject teaching and practice knowledge.The common ground of research in the west and in China lies in the pursuit of knowledge basis,however,it differs in the definition of concepts,research methods and research angles.In the future the research into the structure of teachers' knowledge should develop its own advantages and absorb the updated research results to further study the structure of teachers' knowledge.