教师知识和教学的知识基础

Teacher Knowledge and Knowledge Base of Teaching

作者把一切与专业有关的洞察力都看做教学的知识基础，认为它们与教师的行为有着内在的联系。由此，本文提出要把教师知识或者教师的实践性知识和正式的命题知识纳入教学的知识基础当中。虽然教师知识与个人经历及情境有着紧密的联系，但教师知识的某些特征却为所有的教师或大部分教师所共同拥有。研究教师知识就是要找出这些共同特征，从而对教师知识的复杂性和特殊性做出公正的评价，但这在方法论上可能存在困难。为了说明教师知识研究的潜在益处以及局 限，作者呈现了几种研究的结果。这些研究的一个主要结论是，理解教师知识不仅能够改进教师教育而且能够促进教育改革的成功。最后，作者指出未来研究的三个重要领域。

In this article， the knowledge base of teaching is conceived as all profession—related insights， which are potentially relevant to a teacher’s activities. From this perspective， it is argued that teacher knowledge， or teacher practical knowledge， should be included within this knowledge base， along with formal propositional knowledge. Although teacher knowledge is strongly related to individual experiences and contexts， there are elements of teacher knowledge that are shared by all teachers or large groups of teachers. Investigating teacher knowledge to identify these common elements so as to do justice to its complex and specific nature can be problematic from a methodological point of view. To illustrate the potential benefits and limitations of research on teacher knowledge， the results from several studies are presented. A major conclusion from these studies is that an understanding of teacher knowledge may be useful to improve teacher education and to make educational innovations more successful. Finally， three areas of interest for future research are identified.