Research on the transformation path of knowledge and practice in teacher ethics education based on the theory of "meaningful learning"
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i9.4560
Abstract
In the implementation process of teacher ethics education in China and the West, a common problem arises, namely, the failure to fully respect the learning psychology of teachers, resulting in the loss of the learning significance of teacher ethics education and a lack of substantive connection and transformation between it and individual teacher ethics behaviors. Ausubel's "meaningful learning" theory emphasizes that learners actively establish connections between new knowledge and existing knowledge, relying on cognitive mechanisms such as "assimilation", "accommodation", and "balancing", to promote the transformation from ethical cognition to teacher ethics practice through action and knowledge. Therefore, in teacher ethics education, it is necessary to design and classify teacher ethics learning scenarios, create dilemmas in teacher ethics to trigger cognitive conflicts, achieve social significance negotiation in the practical community, and embed the educational scene to facilitate the transformation from knowledge to action.
Keywords
meaningful learning; teacher ethics education; transformation of knowledge and action; cognitive conflict
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[7] Tang ZY. 2003. On the application of case studies in sports psychology teaching from the perspective of constructivism. Journal of Shenyang Sports University, 2: 1-2 + 5.
[8] Tan CB. 2007. Morality and Class Management. Beijing: Higher Education Press, 149-165.
[9] Wen X. 2025. The conceptual definition, practical reflection and value reconstruction of learning process evaluation. Global Education Outlook, 54(08): 118-130.
[10] Geng D. 2019. On the Optimization of Teachers' Knowledge Structure. Huazhong Normal University.
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