超越方法：生成性教学视域下教师实践性知识的本土化培育

摘要

The theory of generative teaching has many theoretical common points with the theory of teachers’practical knowledge. Under the horizon of generative teaching, the teachers’ practical knowledge should be interpreted as the individual experience knowledge. However,the domestic academic circle advocate overly the theory of generative teaching, and at the same time,belittle overly the theory of predeterminative teaching,which brings huge theory and practice risks to the cultivation of teachers’practical knowledge. It is not corresponding that the theory of predeterminative teaching has turned to the native resource in teaching domain of our country for a long time. Therefore,when we perfect the cultivate teachers' practical knowledge of university teachers in our country, we should take the theory of predeterminative teaching as base and take the theory of generative teaching as additional agent,and turn the tacit knowledge to explicit knowledge under the help of native resource.%生成性教学论与教师实践性知识论存在诸多的理论交融点。在生成性教学视域下，教师实践性知识更应当被解读为个体经验知识。然而，国内对生成性教学论的过度吹捧，对预成式教学论的过度贬低，使得教师实践性知识的培育面临理论与实践上的巨大风险。与此不相适应的是，预成式教学论早已转化为我国教学领域中的本土资源。因此，我国应以预成式教学论为基础，以生成性教学论为添加剂来改善高校教师教学实践性知识的培育，并结合该本土资源推进教师缄默知识从隐性知识转化为显性知识。