【作 者】：
张思佳， 王 陆， 梁友明
【关 键 词 】：
知识治理； 实践性知识； 教师类型； 认知网络分析； 教师专业发展
【栏 目】：
理论探讨
【中文摘要】：
实践性知识是衡量优秀教师专业成长的重要标准之一，针对实践性知识开展的知识治理可以有效提升教师研修组织内的知识效益最大化。认知网络可用于反映教师实践性知识的内在关联特征，有效支持显性化地获得教师实践性知识的发展变化特征规律，为教师实践性知识治理提供新视角。文章采用内容分析法和认知网络分析法，深入分析了165位研修教师在网络研修活动不同阶段中实践性知识的认知网络发展特征。结果表明：新手教师群体的实践性知识认知网络发展体现出以反思性知识为核心的星状认知结构特征，胜任教师群体的实践性知识认知网络发展呈现出以反思性知识为交点的蝶状认知结构特征，而成熟教师群体的实践性知识认知网络发展呈现出以反思性知识和教育信念为核心的复杂认知结构特征。针对上述研究结果，文章从认知发展的角度，依据不同教师类型群体的认知结构特征提供了针对性策略，以期为促进教师专业能力提升的实践性知识治理提供合适的途径。
【英文摘要】：
Practical knowledge is one of the important criteria to measure the professional growth of excellent teachers, and knowledge governance for practical knowledge can effectively improve the maximization of knowledge efficiency within teacher training organizations. Epistemic networks can be used to reflect the intrinsically related characteristics of teachers' practical knowledge, effectively support the explicit acquisition of the developmental patterns of teachers' practical knowledge, and provide a new perspective for the governance of teachers' practical knowledge. This paper uses the content analysis method and epistemic network analysis method to deeply analyzes the epistemic network development characteristics of 165 trainees' practical knowledge at different stages of online training activities. The results show that the development of the practical knowledge epistemic network of the novice teacher group reflects the characteristics of a star-like cognitive structure with reflective knowledge as the core, the development of the practical knowledge epistemic network of the competent teacher group presents a butterfly-like cognitive structure with reflective knowledge as the intersection, while the development of the practical knowledge epistemic network of the mature teacher group shows a complex cognitive structure with reflective knowledge and educational belief as the core. In response to the above research results, this paper provides targeted strategies based on the cognitive structure characteristics of different teacher groups from the perspective of cognitive development, in order to provide a suitable way to promote practical knowledge governance for the improvement of teachers' professional ability.