本文選題：經(jīng)驗　切入點：教師經(jīng)驗　出處：《華中科技大學(xué)》2009年博士論文　論文類型：學(xué)位論文

【摘要】： 經(jīng)驗是主體在生活世界中通過自我與他人、自我與世界的交互作用所生成的知識、思想與體驗的統(tǒng)一體。經(jīng)驗總是在實踐中“做”出來的，以指導(dǎo)實踐為旨?xì)w，因此，經(jīng)驗具有實踐性。經(jīng)驗總是經(jīng)驗主體以先有經(jīng)驗為基礎(chǔ)，在生活世界中通過“結(jié)對”、“同感”、“共現(xiàn)”而“構(gòu)造”、“理解”與“籌劃”的經(jīng)驗世界，因此，經(jīng)驗具有建構(gòu)性。經(jīng)驗是連續(xù)的和開放的，過去的經(jīng)驗總是影響著當(dāng)下的經(jīng)驗及當(dāng)下經(jīng)驗主體未來經(jīng)驗的生成。在實踐活動中的經(jīng)驗主體通過與經(jīng)驗客體的交互主體性的經(jīng)驗交流，，認(rèn)識到自己經(jīng)驗的有限，主動打開自身，模仿與吸納他人的經(jīng)驗，并進(jìn)而在自我經(jīng)驗的基礎(chǔ)上完成自己經(jīng)驗的更新。這說明經(jīng)驗具有不可重復(fù)性和可共享性。 教師經(jīng)驗是一個動態(tài)的、整體性的、連續(xù)性的、生活性的建構(gòu)過程。這就要求我們認(rèn)識教師經(jīng)驗要采取整體性的、主客統(tǒng)一的、生成性的思維方式。當(dāng)前，認(rèn)識教師經(jīng)驗主要有基于主客二分的傳統(tǒng)認(rèn)識論和機械實踐論兩種思維方式。這兩種思維方式追求外在普適性知識，并苛求以這些外在的普遍知識(理論)對個體性教師的規(guī)訓(xùn)，忽略了教師的生活世界及教師當(dāng)下的生存狀態(tài)，導(dǎo)致了外部知識與教師經(jīng)驗的斷裂，勢必會把教師經(jīng)驗看做對于教師專業(yè)發(fā)展意義不大的靜態(tài)性存在，從而把教師經(jīng)驗抽象化與扁平化。正確認(rèn)識教師經(jīng)驗的思維方式是主客統(tǒng)一的“理解”的思維方式。 教師是人的存在與教育性存在的統(tǒng)一體。教師經(jīng)驗生成于教師的實踐活動及自身“生于斯，長于斯”的生活世界。教師的生活世界集復(fù)雜性、矛盾性、非課題性、直觀性等特征于一體，影響著教師經(jīng)驗的方式、方法、結(jié)果暨生活。教師經(jīng)驗總是教師個體的經(jīng)驗，總是受過去經(jīng)驗影響并與過去經(jīng)驗息息相關(guān)。教師經(jīng)驗通過教師經(jīng)驗主體在生活世界中與經(jīng)驗客體的交流、對話、理解的“視域融合”而得以生成。教師經(jīng)驗是對教育活動“情有獨鐘”的經(jīng)驗，具有教育意向性。這就保證了教師經(jīng)驗主體與他人經(jīng)驗互動的可能。教師經(jīng)驗不僅僅包括教師的知識、思想，還包括教師在自己生活世界中的諸多體驗。教師經(jīng)驗是一個集教師知識、思想與體驗交互統(tǒng)整的經(jīng)驗世界。教師經(jīng)驗具有個體性、建構(gòu)性、連續(xù)性、整體性、生活性、教育意向性等諸多特征。 從生成機制上說，教師經(jīng)驗是通過教師經(jīng)驗主體對自己經(jīng)驗“視域”內(nèi)的自然文本、人文文本、人際文本的理解而生成的。教師在理解這些文本時，并不是一個純粹的教師個體，而是一個“復(fù)數(shù)”的經(jīng)驗主體。教師帶有原有經(jīng)驗的影子，在外在文化、制度、傳統(tǒng)等文本的影響下，意識到自我經(jīng)驗與文本經(jīng)驗“視域融合”的必要，在開放自我經(jīng)驗的過程中，體驗到自我經(jīng)驗的意義與有限，通過“構(gòu)造”與“理解”的經(jīng)驗方式，最終使自我的經(jīng)驗與文本的經(jīng)驗融合在一起，生成新的經(jīng)驗，促成了自我的理解。 以此為思維指導(dǎo)，教師需要樹立終身學(xué)習(xí)的觀念，向自然、社會、他人、自我學(xué)習(xí)，以豐富自我的經(jīng)驗基礎(chǔ)。教師研究要走向“教師經(jīng)驗研究”，重在以整體性的思維方式開展研究，努力實現(xiàn)從實體思維向?qū)嵺`思維、從“外礫”到“內(nèi)發(fā)”、從關(guān)注教師知識與能力到注重教師經(jīng)驗及其生成的范式轉(zhuǎn)型。教師教育要走向內(nèi)涵式和整體性道路，關(guān)注教師經(jīng)驗生成的建構(gòu)性、生活性及個體性，從倫理維度追求有意義的教育，從專業(yè)維度追求教師知識、技能、思想的三位一體，以保證教師經(jīng)驗的連續(xù)性與整體性。
[Abstract]:Experience is the main body in the world by self and others, self and interaction of the world generated knowledge, unity of thought and experience. Experience is always in the practice of "making", to guide the practice for the purpose, therefore, the experience of practical experience. Experience is always subject to prior experience based on the life world through "twinning", "Empathy", "harmony" and "structure", "understanding" and "planning" the experience of the world, therefore, has the constructive experience. Experience is continuous and open, the experience of the past generation always influences the current experience and current the main experience of future experience. The main experience in the practice through the exchange of experience and experience of interaction of the main object, to realize their own experience, take the initiative to open their own, imitate and absorb the experience of others, and in self experience Update your own experience. This shows that experience is not repeatable and shared.
The teacher's experience is a dynamic, comprehensive, continuous, the construction process of life. This requires us to take a holistic understanding of the teacher's experience, subjective and objective unity, the generative thinking. The understanding of teachers' experience include subjective and objective two the traditional epistemology and Practice on the two machine based on this kind of mode of thinking. Two ways of thinking in pursuit of universal knowledge, and demanding to the general knowledge of the external (Theory) to restrict the individual teacher, ignoring the teachers' life and teacher's survivalcondition, led to the fracture of external knowledge and teachers' experience, is bound to the teacher there is little experience as a static state for the professional development of teachers and the teachers experience meaning, abstraction and flattening. Correct understanding of teachers' experience of the mode of thinking is the unity of the subject and the object of "understanding" way of thinking.
The teacher is the unity of human existence and education. The teacher's experience is produced in the practice of teachers and their "born and bred" life world. Teachers' life in complexity, contradiction, non subject, intuitive and other features in one method affect the teachers experience,. The results and experience of individual teachers. Teachers always life experience, is always affected by past experience and is closely related with past experience. Teachers experience through teachers' experience in the life world and the main object of experience exchanges, dialogue, understanding "horizon fusion" is generated. Teachers' experience of educational activities is "soft spot" experience with educational intentionality. It ensures that the teachers experience subject and others may experience interactive experience not only includes teachers. Teachers' knowledge, ideas, including teachers in their own lives in the world Multiple experience. Teacher experience is an experience world that integrates teacher knowledge and thought and experience. Teacher experience has many characteristics, such as individuality, constructivism, continuity, entirety, life and educational intentionality.
From the forming mechanism, teacher's experience is subject to their own experience through the teachers experience the "Horizon" in natural text, cultural text, interpersonal comprehension of text generated by the teachers. To understand the text, is not a purely individual teachers, subject of experience but a "complex" with the original teacher. Experience of the shadow, in the external system, the influence of traditional culture, such as text, text awareness of experience and experience of "fusion of Horizons" necessary in opening the self experience, self experience to experience the significance and experience is limited, by way of "structure" and "understanding", and finally to experience the text of self experience together, create new experience, contribute to the self understanding.
As a thinking guide, teachers should establish the concept of lifelong learning, to nature, society, others, self learning, to enrich myself. Experience of teachers' research to teachers' experience, to carry out research on holistic thinking mode of thinking, and strive to achieve from entity thinking to practice, from the "gravel" to "send", the transition from the teachers' knowledge and ability to pay attention to teachers' experience and the formation of teacher education paradigm. To the connotation and the integrity of the road construction, pay attention to teachers' experience generated, and individual life, the pursuit of meaningful education from the angle of ethics, the pursuit of teachers' knowledge, professional skills from the dimensions three-in-one, thought, to ensure the continuity and integrity of the teacher's experience.

【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G451.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 石中英;人作為人的存在及其教育[J];北京大學(xué)教育評論;2003年02期

2 陳向明;實踐性知識:教師專業(yè)發(fā)展的知識基礎(chǔ)[J];北京大學(xué)教育評論;2003年01期

3 童慶炳;經(jīng)驗、體驗與文學(xué)[J];北京師范大學(xué)學(xué)報(社會科學(xué)版);2000年01期

4 朱新卓;教師專業(yè)化的現(xiàn)代性困境[J];高等教育研究;2005年01期

5 陳振華;論教師的經(jīng)驗性學(xué)習(xí)[J];華東師范大學(xué)學(xué)報(教育科學(xué)版);2003年03期

6 莫雷;西方兩大派別學(xué)習(xí)理論發(fā)展過程的系統(tǒng)分析[J];華南師范大學(xué)學(xué)報(社會科學(xué)版);2003年04期

7 劉放桐;杜威哲學(xué)的現(xiàn)代意義[J];復(fù)旦學(xué)報(社會科學(xué)版);2005年05期

8 丁鋼;教育經(jīng)驗的理論方式[J];教育研究;2003年02期

9 張立昌;“教師個人知識”:涵義、特征及其自我更新的構(gòu)想[J];教育理論與實踐;2002年10期

10 衣俊卿;論實踐的多重哲學(xué)內(nèi)涵[J];吉林大學(xué)社會科學(xué)學(xué)報;1989年03期

相關(guān)碩士學(xué)位論文 前2條

1 何華;論伽達(dá)默爾解釋學(xué)的普遍性[D];山西大學(xué);2006年

2 張濤;論教師的教學(xué)經(jīng)驗[D];河南大學(xué);2008年

本文編號：1562756