教师实践性知识构成的调查研究———以上海市小学教师为例

A Survey on the Composition of Teachers' Practical Knowledge:With an Example of Elementary School Teachers in Shanghai

教师被认为是课程改革成败的重要影响因素，他们在课程实施过程中的习得与创新直接决定着改革的实际成效，而教师的实践性知识在其中又起着关键作用。近些年教师实践性知识的研究呈繁荣之势，对教师实践性知识构成的探讨也不少，但大多通过质性研究的方法经过总结提炼得出，而不同的质性研究得出的教师实践性知识的结构也有所不同。本研究通过问卷调查的方法对教师实践性知识的构成进行研究，以期揭示本土教师实践性知识构成的实然状况，从而对教师培训提供实证数据和建议。通过对上海市小学教师实践性知识构成的问卷调查，本研究发现教师实践性知识在静态层面由四个方面构成，分别是课程知识、教学知识、学科知识和自我知识。其中，“教学知识冶包含“学生知识冶，“学科知识冶包含“学科内容知识冶和“学科教学法知识冶，“指向自我的知识冶包含“自己所处环境的知识冶和“自我知识冶。

Teachers are considered an important factor for curriculum innovation and can directly decide the actual re鄄sult of innovation during the curriculum implementation. The research on teachers' practical knowledge has been a hottopic in the last few years， and there are many researches on the composition of teachers' practical knowledge. In theseresearches， the mostly used method is qualitative study. The purpose of this survey is to find out the components ofteachers' practical knowledge. Through the data collected from the survey， we found that the components of teachers'practical knowledge have four dimensions， which are knowledge of curriculum， knowledge of instruction， knowledge ofsubject， and knowledge of self. Knowledge of instruction contains knowledge of students; knowledge of subject containsknowledge of subject matter and PCK; self knowledge contains knowledge of self and knowledge of milieu.