A Study On The Nature Of The Pedagogical Knowledge

Pedagogy is one kind of life style for humanity originally; pedagogy should be toward person's survival condition, the active way that exists for person's life value and the life significance. The pedagogical knowledge is primarily concerned with how people can guide the actual real growth effectively; it has the very strong practice wisdom and the humanities orientation. The pedagogical knowledge should be effective, concrete, flexible practical knowledge that provides all kinds of pedagogy wisdom to the people. However, the present pedagogical knowledge actually lacks consciousness of life, practice wisdom, individuality color. From the development and evolution of the pedagogical knowledge, the modern history, the pedagogical knowledge more and more moves toward technology, efficiency, and tools in order to improve large-scale score as the highest goal, the human (especially students) becomes the servitude object of this knowledge. Under this circumstances, the question and so on of moral, ethicality, vital of the pedagogical knowledge highlight. The pedagogical knowledge needs one humanistic orientation urgently, needs one kind of moral and ethicality to return. From this, the attention about the nature of the pedagogical knowledge then becomes the improvement to pedagogical practice, the promotion to pedagogical activity of the ontology of values, causes pedagogy to carry on in the true pedagogical meaning then becomes one kind of theory demand and reality call. The judgment about the nature of the pedagogical knowledge is determined by the nature of pedagogy. Different understanding about the nature of the pedagogical knowledge can produce the different results to pedagogical practice. The influence on the nature of the pedagogical knowledge to the pedagogical activity, the pedagogical idea, the pedagogical system and so on are many levels. The real pedagogical knowledge in pedagogical practices has been drained and squashed, the nature of the pedagogical knowledge itself is obscured. Therefore, inquiring into the nature of the pedagogical knowledge, to find a basis for the nature of the pedagogical knowledge with a view to exist for the reasonableness and legitimacy.This research is a study on the change of pedagogical practice and the reflection of pedagogical theory. The dissertation to the development of the pedagogical knowledge, the limits pattern carries on the reflection in the foundation, discusses the relations between the pedagogical knowledge and the pedagogical experience, the pedagogical purpose, the pedagogical object, regeneralizes the pedagogical knowledge. This dissertation obtains from the pedagogical knowledge concept itself, discusses mainly the pedagogical knowledge, the multiple regulated of the nature of the pedagogical knowledge and the nature of the pedagogical knowledge and teacher's pedagogical practice. This dissertation is only one kind preliminary diligently or attempt, that is, at the theoretical level elaborate object regulated, intention regulated and experience regulated of the nature of the pedagogical knowledge, at the practical level focus on the relations of the nature of the pedagogical knowledge and between teacher's wisdom practice, life practice and humanities practice.This dissertation is divided into five parts. The Introduction to part analyses the research question, the research present situation, the research significance, the research ideas and method, propose the basic structure of the research. The first chapter mainly inspects the origin, the development, the performance shape of the pedagogical knowledge, analyses the limits pattern of the pedagogical knowledge, discuss the relationship between the pedagogical knowledge and the pedagogical experience, the pedagogical knowledge and the pedagogical purpose, the pedagogical knowledge and the pedagogical object, based on this, regeneralizes the pedagogical knowledge. The second chapter discusses the object regulated of the nature of the pedagogical knowledge. The third chapter discusses the intention regulated of the nature of the pedagogical knowledge. The fourth chapter discusses the experience regulated of the nature of the pedagogical knowledge. The fifth chapter analyses the nature of the pedagogical knowledge and the wisdom practice of teacher from the perspective of pedagogical practice. The sixth chapter carries on the discussion the nature of the pedagogical knowledge and the life practice and the humanities practice of teacher from the perspective of pedagogical practice. The conclusion part summarize the research of the nature of the pedagogical knowledge that waiting for continuing to explore and ponder questions, and as a new starting point for research.The choice of research methods is the object of study characteristic by the decision. The question itself decides the choice of the method. This research study object nature by the method of"The Archeology of Knowledge", with the aid of the archaeology method, from the source of the analysis such as it is the development and evolution of the nature of the pedagogical knowledge, proving the intrinsic mechanism of the production and choice of the pedagogical knowledge.In this study, the main opinion: First, the pedagogical knowledge is the knowledge that the teacher how to carry out practice, the pedagogical experience is the pedagogical knowledge, the pedagogical knowledge is double restricted by the pedagogical purpose and the pedagogical object. Second, the human is starting point and the home to return of the pedagogical knowledge. The pedagogical knowledge under the object regulated should have the developmental and individual characteristics. Third, the pedagogical knowledge is subjective. The pedagogical knowledge is a reflection of values. The pedagogical knowledge under the intention regulated should have the humanity, the moral characteristic. Fourth, the production of the pedagogical knowledge by the pedagogical theorists should stem from the rational judgment in the field territory of pedagogical practitioners, provide the practice rational knowledge for pedagogical practices. The pedagogical knowledge of pedagogical practitioners should have the practicality, the individual, the comprehensive, the wise characteristics and so on. The pedagogical knowledge under experiences regulated should be practical, situational characteristics.