摘要
对教师学习概念的曲解,引发了教师学习的实践偏差,主要表现为:崇尚工具理性,偏重专业知识的发展;囿于封闭空间,缺乏协作精神与态度;遵从线性逻辑,遮蔽反省探究的价值。恢复教师学习的原初旨趣,重构教师学习概念尤为必要。教师学习是指向整全发展的实践、多元互动的复杂过程以及持续反省探究的活动。规避偏差、复归本真的理路主要有:统整工具与价值理性;寓身于学习共同体;融反思精神于实践。
The misunderstanding of the concept of teachers’learning has led to the deviation of teachers’learning practice,whose symptoms includes advocating instrumental rationality and emphasizing the development of professional knowledge and ability,being self-satisfied and lacking the spirit of cooperation,obeying linear logic and avoiding introspective inquiry.Thus,it is particularly necessary to restore the original intention of teacher learning and reconstruct its concept that teacher learning is a practice directed to the whole development,a complex system of multiple interactions and an activity of continuous reflection and inquiry.The possible return paths to promote effective teacher learning and avoid its deviation include integrating tools and value rationality,residing in the learning community,and integrating reflective spirit into practice.
作者
周杰
ZHOU Jie(Institute of Education Sciences, Jiangsu Normal University, Xu Zhou Jiangsu,221116)
出处
《现代基础教育研究》
2020年第1期51-55,共5页
Research on Modern Basic Education
关键词
教师学习
实践偏差
专业成长
自由发展
teacher learning
practice deviation
professional growth
free development
