論教師教育實踐取向的誤識及其超越
發(fā)布時間：2018-08-09 18:01
【摘要】：當前不少師范院校教師教育實踐取向改革正在如火如荼地進行,它始終強調師范生教育實踐能力的養(yǎng)成。不過,在這些改革的背后還存在著對教師教育實踐取向的誤識:教育實踐的神圣化、教育實踐的標準化和教育實踐的技藝化,導致其改革效果不佳。追根溯源便是技術理性的反映與灌輸在發(fā)揮作用,主要表現為主客體二元對立認識論的作祟和刺激反應聯結學習理論的影響。在反思性實踐視域中,教師教育實踐取向的路徑可以從以下四個維度進行超越:一是強調經驗與情境的基礎性作用,二是重視實踐性知識的有效生成,三是注重實踐與反思的互動融合,四是增強師范生的教育信念。
[Abstract]:At present, many teachers' educational practice orientation reform is in full swing, which always emphasizes the cultivation of normal college students' educational practice ability. However, there are still some misunderstandings about the orientation of teachers' educational practice behind these reforms: the sacredness of educational practice, the standardization of educational practice and the skill of educational practice, which lead to the poor effect of the reform. Tracing back to the source is the reflection and indoctrination of technical rationality, which is mainly reflected by the dualistic epistemology of subject-object antagonism and the influence of the theory of stimulus reaction. In the perspective of reflective practice, the path of teachers' educational practice orientation can be transcended from the following four dimensions: first, emphasizing the basic role of experience and situation, and second, attaching importance to the effective generation of practical knowledge. The third is to pay attention to the interaction of practice and reflection, and the fourth is to strengthen the educational belief of normal students.
【作者單位】： 上饒師范學院教育科學學院;
【分類號】：G652.0
本文編號：2174869
[Abstract]:At present, many teachers' educational practice orientation reform is in full swing, which always emphasizes the cultivation of normal college students' educational practice ability. However, there are still some misunderstandings about the orientation of teachers' educational practice behind these reforms: the sacredness of educational practice, the standardization of educational practice and the skill of educational practice, which lead to the poor effect of the reform. Tracing back to the source is the reflection and indoctrination of technical rationality, which is mainly reflected by the dualistic epistemology of subject-object antagonism and the influence of the theory of stimulus reaction. In the perspective of reflective practice, the path of teachers' educational practice orientation can be transcended from the following four dimensions: first, emphasizing the basic role of experience and situation, and second, attaching importance to the effective generation of practical knowledge. The third is to pay attention to the interaction of practice and reflection, and the fourth is to strengthen the educational belief of normal students.
【作者單位】： 上饒師范學院教育科學學院;
【分類號】：G652.0
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