从“内容”到“结构”：教师信念研究的主题转换及其价值

From Contents to Structures： A Theme Conversion in the Studies of Teacher Beliefs and Its value

教师信念研究一般以“内容”为核心，关注信念“内容”真实与否。此类研究放弃了对教师信念系统结构属性的考察，对教师信念的发生、发展及其作用方式的描述是不全面的。借助认识论与心理学关于信念系统结构的相关理论，建议将教师信念系统的“结构”作为该领域新的研究核心。这一研究主题的转换，带来一组新鲜的研究问题，尤其是对教师信念的发生、发展及作用方式，提供了更合理的解释。

The studies of teachers’ beliefs have generally focused on the contents of beliefs. The main question answered is the truthiness of those contents. Those studies did not investigate the structure of teachers’ belief systems. The description of the origin ， development and application are not comprehensive. Based on a brief review of the theories about belief system structure in epistemology and psychology ， this article proposes that the structure of teacher belief systems should be considered as the research focus in the tield . Such conversion of the research theme will bring a new set of research questions ， and provide more reasonable understanding of those questions especially those related to the cause ， development and function of teacher beliefs.