發(fā)布時間：2018-04-19 11:05

  本文選題：教師專業(yè)成長 + 實踐理性　； 參考：《西南大學》2016年博士論文

【摘要】：在哲學實踐轉向、教育研究實踐轉向、課程與教學實踐轉向的歷史背景下,本文立基于馬克思主義實踐哲學,借鑒了該領域關于實踐理性的研究成果,嘗試用實踐理性來解釋教師專業(yè)成長,提出了基于實踐理性教師專業(yè)成長的命題。論文遵循著以下研究思路:什么是實踐理性?為什么提出基于實踐理性的教師專業(yè)成長?實踐理性關照下教師專業(yè)成長應當是怎樣的理想境界?基于實踐理性的教師專業(yè)成長存在怎樣的現(xiàn)實阻抗?基于實踐理性的教師專業(yè)成長有哪些現(xiàn)實選擇?論文從對實踐理性的界定著手,探討了實踐哲學的兩種不同傳統(tǒng)。相應于兩種實踐觀,實踐理性也有不同的內涵。亞里士多德創(chuàng)立了德性實踐論�？傮w而言,其所言的實踐主要限于政治、倫理之域�？档禄旧涎匾u了這種實踐哲學傳統(tǒng),把實踐與道德領域聯(lián)系起來�；诖朔N傳統(tǒng)的實踐理性,其內涵局限于道德、倫理和政治領域。技術實踐論則源自培根,這一傳統(tǒng)把關注之點從道德哲學轉向自然哲學,擴展了實踐的內涵,實踐不再只是倫理的實踐,而且是一種技術的實踐,涵蓋了科學和生產活動。道德實踐論和技術實踐論割裂了人類行為的完整性。馬克思主義實踐觀標志著近代哲學向現(xiàn)代哲學的實踐轉向,這種實踐轉向超越了這兩種實踐哲學傳統(tǒng),基于人的存在的完整性,實現(xiàn)了實踐的完整性,統(tǒng)一了制作和實踐的對立,彌合了人與自然的關系和人與人的交往關系的割裂。與馬克思主義實踐觀相應的實踐理性不再囿于政治和倫理之域,而體現(xiàn)在對于人類行為全面關注,既關照人類行動之善的價值追求,也關注人類行動的成果與效率。本文依據(jù)實踐結構包括目的、手段和過程三要素的觀點,結合實踐過程的內在邏輯(有益性、有效性和正當性),把實踐理性歸結為三個內在向度:價值論、工具論和交往論。三個向度分別針對的問題是人類行動“何者為善”(有益性goodness),“如何達到善”(有效性effectiveness),“怎樣使善的追求合乎規(guī)范”(正當性rightness),與此相應實踐理性具有三個原則:向善原則、有效性原則和正當性原則。據(jù)此,本文建構了以實踐理性作為理論工具的分析框架。教師專業(yè)成長實踐是一種特殊的實踐,集“成己”與“成人”于一體,是一種自身具有價值的實踐活動。實踐理性可以對教師專業(yè)成長實踐展開前提性反思和批判性反思,教師可以據(jù)此調整自身專業(yè)成長的方向、提升專業(yè)品性、追求自我卓越。實踐理性作為教師專業(yè)成長的內在訴求對于教師專業(yè)成長有著豐富的意蘊。為了對實踐理性關照下的教師成長進行詳細闡述,本文運用所建構的分析框架分別從實踐理性三個內在向度展開了具體的描繪。價值向度是實踐理性的內在向度之一。以價值向度檢視教師專業(yè)成長實踐,則其目的導人向善。教師專業(yè)成長的過程就是教師價值理念的形成和不斷完善的過程。在這一過程中,教師統(tǒng)整社會期望與自身合理需求、兼顧公共利益和自我生命價值,實現(xiàn)身心和諧發(fā)展;教師總是能意識到專業(yè)知識技能也承載著價值,不會“只注意趕路卻迷失了前行的方向”;更為重要的是,實踐理性價值向度視域下的專業(yè)成長強調教師主體性的彰顯,教師是自我成長和發(fā)展的主人,教師成長的成效主要取決于教師的內在主動性而不是外在催迫。工具向度(技術向度)是實踐理性的另一向度。在實踐理性工具向度的視域下,教師專業(yè)成長則在于如何科學有效地實現(xiàn)成長目標,探求教師專業(yè)成長的規(guī)律、教師專業(yè)知識和技能的內容及其獲取與掌握的有效途徑;實踐理性的工具向度很好地詮釋了實踐理性的籌劃功能。如果把教師專業(yè)成長比作一次遠行,實踐理性的價值向度負責規(guī)約教師專業(yè)成長的方向和終極目標,工具向度則負責路線的設計、交通工具的選取以及行程安排。交往是教師專業(yè)成長實踐的本質特性之一,教師專業(yè)成長離不開教師與他人的交往和教師的自我交往。實踐理性交往向度視域下,教師專業(yè)成長就是教師提升自己與人溝通的有效性,養(yǎng)成交往倫理和審辨思維能力的過程。要而言之,實踐理性作用于教師成長就是探求“何者為教師專業(yè)成長之善”(成長的有益性),“如何達到教師專業(yè)成長之善”(成長的有效性),“怎樣使對教師專業(yè)成長之善的追求合乎規(guī)范”(成長的正當性)。以實踐理性檢視教師專業(yè)成長的現(xiàn)實,則教師的專業(yè)成長存在諸多不合理之處。對照實踐理性的三個向度,這些不合理的地方分別表現(xiàn)為:價值向度上存在價值取向迷失的現(xiàn)象,教師的發(fā)展目標過分注重功利取向而忽略教師專業(yè)成長的本體價值;發(fā)展內容上對于專業(yè)知識和技能的重視遮蔽專業(yè)倫理的價值;發(fā)展過程中存在的問題是教師主體缺失、主體性消隱;發(fā)展方式上則表現(xiàn)為教師交往目的異化、意義失落。實踐理性的工具向度上存在問題的典型癥狀表現(xiàn)為:專業(yè)主義理念下成為“技術型”專家的發(fā)展目標,效率至上意識下過分追求發(fā)展過程的可控制性和高效率,教師過著一種科層組織底層的單向度生活。就實踐理性的交往向度而言,教師的交往現(xiàn)狀暴露出交往向度的孱弱,表現(xiàn)在:以差序格局為標志的交往原則人情化;文人相輕導致囿于門戶之見;不能真誠面對自我內心造成交往心理失調;民主交往意識欠缺以致唯權唯上。這些都有違于實踐理性關于教師專業(yè)成中過程的正當性原則。基于實踐理性教師專業(yè)成長的前提是教師實踐理性的合理化。當前教師專業(yè)成長的困境反映出教師的實踐理性不完善,突出的問題是實踐理性內在各向度的失諧。這是基于實踐理性教師專業(yè)成長所面臨的現(xiàn)實阻抗。本文結合歷史文化脈絡和我國的具體現(xiàn)實國情進行了多方歸因。首先是時代因素,中國處于社會轉型時期的特殊背景,造成中國既有現(xiàn)代性的問題,同時又受到后現(xiàn)代思想的沖擊�，F(xiàn)代性帶來的工具理性濫觴,在祛魅的同時又造成了工具理性的殖民;變革時代與后現(xiàn)代思想的影響導致價值多元化增加了價值判斷和選擇的難度;傳統(tǒng)文化中一些消極因素不利于實踐理性的合理化。教師是課程改革的中堅力量,決定著課程改革的成敗,因而教師的專業(yè)成長也就成為教育改革的關鍵問題。課程改革是一場深層次的變革,提出了教師改變的吁求。2001年開始的課程改革也的確進行了大規(guī)模的教師培訓,然而培訓卻存在一定偏差,影響了培訓的效果,尚需更新培訓理念、進一步提高培訓的方式和針對性。教師個人經歷和個體的人格特征影響著教師實踐理性的形成和完善�；趯嵺`理性教師專業(yè)成長的現(xiàn)實選擇包括:通過培養(yǎng)教師的價值自覺、批判性反思來促進教師價值判斷能力、辨識教師專業(yè)成長之善的能力;形成教師專業(yè)成長正確的器道觀,以提升對于教師專業(yè)成長手段有效性的考量能力;通過學習型學校建設來營造有助于交往倫理形成的良好氛圍,促進教師交往倫理規(guī)范意識的形成。
[Abstract]:In the historical background of philosophical practice turning, educational research practice turning and curriculum and teaching practice, this article is based on the practical philosophy of Marx doctrine, drawing on the research results of practical reason in this field, trying to explain teachers' professional growth with practical reason, and puts forward a proposition based on practical rational teachers' professional growth. Following the following research ideas: what is practical reason? Why put forward the professional growth of teachers based on practical rationality? What is the ideal state for the professional growth of teachers under practical reason? What are the realistic impedance of teachers' professional growth based on practical rationality? What are the practical choices of teachers' professional growth based on practical rationality From the definition of practical reason, the paper discusses two different traditions of practical philosophy. Corresponding to the two practical views and practical reason, there are different connotations. Aristotle founded the theory of virtue practice. In general, his practice is mainly confined to political and ethical fields. Kant basically follows this practice of philosophy of practice, Based on this traditional practical reason, the connotation of practice is limited to moral, ethical and political fields. The theory of technical practice derives from Bacon. This tradition turns the focus of attention from moral philosophy to natural philosophy, expands the connotation of practice, and practice is no longer only the practice of ethics, but also a practice of technology. It covers the science and production activities. The theory of moral practice and technical practice separates the integrity of human behavior. Marx's view of practice marks the turn of modern philosophy to the practice of modern philosophy. This practice turns to transcend these two kinds of practical philosophical traditions and, based on the integrity of human existence, realizes the integrity of practice and unifies the practice. The antagonism between production and practice has bridged the relationship between man and nature and the relationship between man and man. The practical reason corresponding to the Marx doctrine of practice is no longer confined to the political and ethical fields, and is reflected in the full attention to human behavior, not only in the pursuit of the value of the good of human action, but also on the achievements and efficiency of human action. This article, based on the view of the three elements of the practical structure, including the purpose, the means and the process, combines the internal logic of the practice process (beneficial, effective and justifiable), and concludes the practical reason into three internal dimensions: the theory of value, the theory of tools and the theory of communication. The three questions are "what is good" in human action (beneficial goodness) "How to achieve good" (validity effectiveness), "how to make the pursuit of good" (justifiable rightness), and the corresponding practical reason have three principles: the principle of good, the principle of validity and the principle of legitimacy. Based on this, this paper constructs an analytical framework with practical reason as a theoretical tool. Special practice, integrating "adult" and "adult" in one, is a practical activity of value. Practical reason can carry out precondition reflection and critical reflection on the practice of teachers' professional growth. Teachers can adjust the direction of their own professional growth, promote professional character and pursue self excellence. Practical reason can be used as teaching. The intrinsic demand of the teacher's professional growth has a rich connotation for the teacher's professional growth. In order to elaborate on the teacher's growth under the practical reason, this paper uses the analytical framework constructed in this paper to describe the three internal dimensions of the practical reason. The value direction is one of the intrinsic dimensions of the practical reason. The goal of the teacher's professional growth is to guide the person to the good. The process of the teacher's professional growth is the process of forming and perfecting the teacher's value concept. In this process, the teacher is able to realize the harmonious development of the body and mind with the public interest and the value of self life, and the teacher can always be aware of the harmonious development of the body and mind. The professional knowledge and skills also bear the value, not "only pay attention to the road but lost the direction of the forward"; more importantly, the professional growth under the view of practical rational value emphasizes the manifestation of the teacher's subjectivity, the teacher is the master of self growth and development, and the effect of the teacher's growth mainly depends on the inner initiative of the teacher and not the teacher. In the perspective of practical rational tool orientation, the professional growth of teachers lies in how to achieve the goal of growth scientifically and effectively, to explore the law of teachers' professional growth, the content of teachers' professional knowledge and skills, the effective ways to acquire and master, and the practical reason. The tool direction is a good interpretation of the planning function of practical rationality. If teacher professional growth is compared to a long journey, the value direction of practical rationality is responsible for the direction and ultimate goal of teachers' professional growth, the tool direction is responsible for the design of the route, the selection of transportation tools and the arrangement of travel. Communication is the practice of teacher professional growth. One of the essential characteristics is that teachers' professional growth can not be separated from the interaction between teachers and others and teachers' self communication. In the field of practical rational communication, teachers' professional growth is the process of improving the effectiveness of communication between teachers and people, forming the process of communication ethics and thinking ability. In a word, practical reason is the role of teacher growth. It is to find out "what is the good of teachers' professional growth" (the beneficial of growth), "how to achieve the good of teacher professional growth" (the validity of growth), "how to make the pursuit of the good of the teacher's professional growth conform to the norm" (the legitimacy of growth). It is not reasonable. Compared with the three dimensions of practical reason, these unreasonable places are shown as: the value orientation is lost in the value orientation, the development goal of the teacher pays too much attention to the utilitarian orientation and neglects the noumenon value of the teacher's professional growth; the emphasis on the professional knowledge and skill covers the professional ethics. The problems in the process of development are the lack of teachers and the elimination of the subjectivity; the way of development is the alienation of teachers' communicative purposes and the loss of meaning. The typical symptoms of the problems in the tool direction of practical rationality are the development goals of the "technical type" experts under the concept of professionalism and the consciousness of efficiency first. In terms of the controllability and efficiency of the pursuit of the development process, the teacher leads a kind of unidirectional life at the bottom of the bureaucracy. In terms of the communicative orientation of the practical reason, the current situation of the teacher's communication exposes the weakness of the communication direction. In the face of the inner self, sincerity causes the psychological disorder of communication; the consciousness of democratic communication is lacking so that the only right to the right. These all violate the principle of practical rationality about the process of teachers' professional formation. The premise of the professional growth of teachers based on practice is the rationalization of teachers' practical rationality. The practical reason is not perfect, the outstanding problem is the detuning of the intrinsic degree of the practical rationality. This is the realistic impedance of the professional growth of teachers based on the practical reason. This paper makes multiple attributions to the historical and cultural context and the concrete actual conditions of our country. First, the times factor is the special background of the period of social transformation in China. China has both the problem of modernity and the impact of post-modern thought. The origin of instrumental rationality brought by modernity causes the colonization of instrumental reason at the same time of disenchantment; the influence of changing times and postmodern thought leads to the difficulty of value judgment and choice, and some negative factors in traditional culture do not. The teacher is the backbone of the curriculum reform, which determines the success or failure of the curriculum reform, so the teacher's professional growth has become the key problem in the education reform. The curriculum reform is a deep level change, and the curriculum reform of the teacher's change in the.2001 year has also been taught in a large scale. There are some deviations in training, however, the training has a certain deviation, which affects the effect of training. It still needs to update the training idea and further improve the way and pertinence of the training. The personal experiences and personality characteristics of the teachers affect the formation and perfection of the teacher's practical rationality. The teacher's value consciousness, critical reflection to promote the ability to judge the teacher's value, identify the good ability of the teacher's professional growth, form the correct view of the teacher's professional growth, improve the ability to measure the effectiveness of the teacher's professional growth means, and build a good atmosphere to help the formation of communication ethics through the construction of the learning type school. The formation of the ethical standard consciousness of teachers' communication.

【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G451

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