教师实践性知识是教师专业发展的基础,是教师专业自主权的保证,直接影响着教师的教育理念和教学效果。调查表明,教育理想与教学实际间存在较大差异,教师对实践性知识这一概念的认识不深刻,对自我实践性知识的现状存在高估现象。教师教龄、国家政策、社会支持、学校环境等因素对教师实践性知识的生成产生较大影响。本研究拟通过对中学理科教师实践性知识自我知觉的调查,了解其实践性知识的现状及影响因素,为教师专业发展提供建议。%Teachers＇ practical knowledge is the base and guarantee of teachers＇ professional development, which has a di- rect impact on teacher＇ s education theory and teaching effect. Investigation indicates that teaching ideal and teaching practice are quite different, teachers＇ understanding of the concept of practical knowledge is not deep, they hold indiscriminately optimistic attitudes toward self- practical knowledge. Teaching experience, national policy, social support, school environment and other factors have great impacts on the generation of teachers＇ practical knowledge. Using teacher＇ s practical knowledge inquisition, this study try to realize the status quo and the impact factors of Middle School Science teachers＇ practical knowledge, so as to provide them with professional development proposals.
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