觀察與反思：20世紀下半葉美國教師教育思想研究
發(fā)布時間：2018-08-18 08:42
【摘要】：20世紀下半葉的美國基礎(chǔ)教育經(jīng)歷了兩次大的變革。一次受50年代蘇聯(lián)人造衛(wèi)星上天的影響，美國各界在反思教育問題的過程中開始了基于“新傳統(tǒng)主義”的第一次改革。進入80年代，受里根政府通過教育保證國家霸權(quán)發(fā)展戰(zhàn)略的影響，美國的基礎(chǔ)教育展開了第二場聲勢浩大的“學(xué)業(yè)優(yōu)異”導(dǎo)向的基礎(chǔ)教育改革。 基礎(chǔ)教育改革關(guān)鍵在教師，在對教師培養(yǎng)的問題上，，美國聯(lián)邦政府、州政府、綜合大學(xué)教育學(xué)院教員、文理學(xué)院和學(xué)術(shù)系教員、中小學(xué)校長和行政管理人員以及中小學(xué)一線教師都各有看法；教育領(lǐng)域之外的社會學(xué)家、政治家、心理學(xué)家、經(jīng)濟學(xué)家等也都意見不一。通過對關(guān)于美國教師教育著作、教師教育機構(gòu)、基金會的研究報告以及政府部門的教師教育改革政策文本分析。美國的教師教育思想呈現(xiàn)出三種認知理性：學(xué)科-知識理性，專業(yè)-實踐和社會-價值理性。三種認知邏輯試圖回答好這樣的三種問題：教師應(yīng)學(xué)習(xí)什么知識？教師該如何教學(xué)？誰的知識更有價值？問題的回答中三種理性也出現(xiàn)了一些爭論：在教學(xué)究竟是專業(yè)還是藝術(shù)的爭論中，學(xué)科-知識理性和專業(yè)-實踐理性的教師教育思想呈現(xiàn)出了不同的教師觀和教師教育觀。社會-價值理性則更注重把學(xué)校和教師看成是社會價值的承載者，把學(xué)校和教師當(dāng)成是推動社會變革的力量。 縱觀20世紀下半葉美國教師教育三種不同認知理性的自身發(fā)展，可以看出教師教育認知理性對于教學(xué)研究和教師教育研究其解釋路徑發(fā)生的轉(zhuǎn)變。學(xué)科-知識理性從重視教師知識的學(xué)術(shù)性發(fā)展到對專業(yè)-實踐理性的解制；專業(yè)-實踐理性從受實證主義影響唯科學(xué)主義的解釋路徑發(fā)展到了后現(xiàn)代思潮影響下的理論和實踐并進的解釋道路；社會-價值理性始終站在批判的立場上解釋學(xué)校、教師和教師教育，只是80年代以后的社會-價值理性教師教育思想更呈現(xiàn)出一種與整個教師教育“融合”的趨勢。正是在橫向的爭論與依附中和受不同教育思潮以及社會發(fā)展背景的影響所引起的縱向發(fā)展中，美國20世紀下半葉的教師教育思想呈現(xiàn)出了“百家爭鳴”的特點。同時，本文在觀察20世紀下半葉美國教師教育思想演進的基礎(chǔ)上，對教師教育的學(xué)科建設(shè)、文化機制建設(shè)、和機構(gòu)制度化建設(shè)形成了相關(guān)反思，以圖教師教育的可持續(xù)發(fā)展。
[Abstract]:In the second half of the 20 th century, American basic education experienced two great changes. Influenced by the Soviet satellite in the 1950s, American people began the first reform based on "neo-traditionalism" in the process of rethinking the educational problem. In the 1980s, under the influence of the Reagan Administration's strategy of ensuring the development of national hegemony through education, the American basic education carried out the second "academic excellence" oriented basic education reform. The key to the reform of basic education lies in teachers. In terms of teacher training, the federal government, state governments, faculty members of the College of Education of Comprehensive Universities, faculty of arts and science and academic faculty, Principals and administrators of primary and secondary schools and teachers on the front line of primary and secondary schools have different opinions. Sociologists, politicians, psychologists, economists and so on outside the field of education also disagree. Through the analysis of works on teacher education in the United States, teacher education institutions, research reports by foundations, and text analysis of government departments' teacher education reform policies. There are three kinds of cognitive rationality in American teachers' educational thought: subject-knowledge rationality, professional-practice and social-value rationality. Three cognitive logic attempts to answer three questions: what should a teacher learn? How should a teacher teach? Whose knowledge is more valuable? There are also some controversies among the three kinds of rationality in the answer to the question: in the debate on whether teaching is a major or an art, the subject-knowledge rationality and the professional-practical rationality of teacher's educational thought present different views on teachers' education and teachers' education. On the other hand, social-value rationality regards schools and teachers as carriers of social values and schools and teachers as forces to promote social change. Looking at the development of three different cognitive rationality in American teacher education in the second half of the 20th century, it can be seen that cognitive rationality of teacher education has changed the explanation path of teaching research and teacher education research. The subject-knowledge rationality has developed from attaching importance to the academic nature of teachers' knowledge to the deconstruction of professional-practical rationality; Professional-practical rationality has developed from the path of scientism under the influence of positivism to that of theory and practice under the influence of postmodernism, and social-value rationality has always interpreted the school from a critical standpoint. Teachers' and teacher's education, but the social-value rational teacher's education thought after 1980's, presents a trend of "fusion" with the whole teacher education. It is in the horizontal debate and attachment and the vertical development caused by different educational trends and social development backgrounds that the American teachers' education thought in the second half of the 20th century shows the characteristic of "a hundred schools of thought contend". At the same time, on the basis of observing the evolution of American teacher education thought in the second half of the 20th century, this paper reflects on the discipline construction, the construction of cultural mechanism and the institutionalization of teacher education in order to achieve the sustainable development of teacher education.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G650
本文編號：2188962
[Abstract]:In the second half of the 20 th century, American basic education experienced two great changes. Influenced by the Soviet satellite in the 1950s, American people began the first reform based on "neo-traditionalism" in the process of rethinking the educational problem. In the 1980s, under the influence of the Reagan Administration's strategy of ensuring the development of national hegemony through education, the American basic education carried out the second "academic excellence" oriented basic education reform. The key to the reform of basic education lies in teachers. In terms of teacher training, the federal government, state governments, faculty members of the College of Education of Comprehensive Universities, faculty of arts and science and academic faculty, Principals and administrators of primary and secondary schools and teachers on the front line of primary and secondary schools have different opinions. Sociologists, politicians, psychologists, economists and so on outside the field of education also disagree. Through the analysis of works on teacher education in the United States, teacher education institutions, research reports by foundations, and text analysis of government departments' teacher education reform policies. There are three kinds of cognitive rationality in American teachers' educational thought: subject-knowledge rationality, professional-practice and social-value rationality. Three cognitive logic attempts to answer three questions: what should a teacher learn? How should a teacher teach? Whose knowledge is more valuable? There are also some controversies among the three kinds of rationality in the answer to the question: in the debate on whether teaching is a major or an art, the subject-knowledge rationality and the professional-practical rationality of teacher's educational thought present different views on teachers' education and teachers' education. On the other hand, social-value rationality regards schools and teachers as carriers of social values and schools and teachers as forces to promote social change. Looking at the development of three different cognitive rationality in American teacher education in the second half of the 20th century, it can be seen that cognitive rationality of teacher education has changed the explanation path of teaching research and teacher education research. The subject-knowledge rationality has developed from attaching importance to the academic nature of teachers' knowledge to the deconstruction of professional-practical rationality; Professional-practical rationality has developed from the path of scientism under the influence of positivism to that of theory and practice under the influence of postmodernism, and social-value rationality has always interpreted the school from a critical standpoint. Teachers' and teacher's education, but the social-value rational teacher's education thought after 1980's, presents a trend of "fusion" with the whole teacher education. It is in the horizontal debate and attachment and the vertical development caused by different educational trends and social development backgrounds that the American teachers' education thought in the second half of the 20th century shows the characteristic of "a hundred schools of thought contend". At the same time, on the basis of observing the evolution of American teacher education thought in the second half of the 20th century, this paper reflects on the discipline construction, the construction of cultural mechanism and the institutionalization of teacher education in order to achieve the sustainable development of teacher education.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G650
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