实践生存论视野下的教师专业发展

发布时间：2018-08-21 19:36

【摘要】： 随着我国基础教育课程改革的进一步推进,教师专业发展逐渐成为人们关注的焦点。然而,在实际中,不少人将教师专业发展视为一个单纯的认识论问题,认为教学实践的改善最终基于教师所拥有的各种知识的积累。教师专业发展意味着教师总该学点什么,然后更好地应用于实践。这其实暗含了教师与学生、教师与教学之间的二元对立。在实践生存论视野下,人与世界首先是一种存在的关系,而不应该是仅仅局限于认识论领域中的认识与被认识的对立关系。人与世界是一种通过实践活动相互构成、相互生发的一体性关系。教学作为发生于教师与学生之间的一种生存实践,教师与学生、教师与教学的二元对立在此不复存在。教学是由教师与学生互动而成,这使得教学从来都具有属人意义。教师的使命就是实现教育中的意义,这使得教师职业的人文性、伦理性得以彰显,为教师专业发展提供了广阔的发展空间。教师专业发展的目的就是使自己的每一项教学活动充满着意义,最终使教师与学生都本真地生存于世。为了学生和教师在教学实践中本真地存在,教师需要具备有关存在的知识,即实践知识,来实现专业发展。实践知识产生于人的本能的非专门化,但被遮蔽于技术理性的张扬。教师需要通过“理解”才能实现实践知识的激活。当然,实践知识自身的局限性需要教育理论的介入才能得到克服。总之,实践生存论视野下的教师专业发展之途径应从“认识”转向“理解”。“理解”意味着教师需要以走进教育现场作为接近教育问题的方式。在教师研究中,教师需要承认学生的对于研究的主体地位,承认教师研究是教师与学生的一种共同建构。
[Abstract]:With the further development of basic education curriculum reform, teachers' professional development has gradually become the focus of attention. However, in practice, many people regard teachers' professional development as a simple epistemological problem, and think that the improvement of teaching practice is based on the accumulation of various kinds of knowledge that teachers possess. Teacher professional development means that teachers should always learn something and then better apply it to practice. This actually implies the duality between teachers and students, teachers and teaching. From the perspective of practical existentialism, the relationship between human beings and the world is first of all an existential relationship, rather than just the opposite relationship between cognition and being recognized in the field of epistemology. Human beings and the world are a kind of unity relationship which is formed and developed by practical activities. As a living practice between teachers and students, the binary opposition between teachers and students, teachers and teaching no longer exists. Teaching is made by the interaction between teachers and students, which makes teaching always have personal meaning. The mission of teachers is to realize the significance of education, which makes the humanism and ethics of teachers' profession manifest, and provides a broad development space for teachers' professional development. The purpose of teacher's professional development is to make every teaching activity full of meaning and finally to make teachers and students live in the world. In order for students and teachers to truly exist in teaching practice, teachers need to have relevant knowledge of existence, that is, practical knowledge, to achieve professional development. Practical knowledge comes from the non-specialization of human instinct, but is obscured by the publicity of technical rationality. Teachers need to understand to realize the activation of practical knowledge. Of course, the limitations of practical knowledge need the intervention of educational theory to be overcome. In short, the approach of teachers' professional development in the field of practical existentialism should be changed from "cognition" to "understanding". Understanding means that teachers need to approach educational problems by going into the field. In teacher research, teachers need to acknowledge the main position of students for research, and acknowledge that teacher research is a kind of common construction between teachers and students.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G451.1

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